Background

1. Meeting the challenges of today’s youth: Culture, ethnicity, and the changing demographics of today’s physical education classroom

2. Background Changes in attitudes about culture require changes in our approach to education. Schools, camps, and youth groups need to reflect on the diversity of the ethnic, racial, and cultural makeup of the city or town they’re located in. It is important to touch upon each child’s background through course work and activities throughout the school year. Children need to learn about, appreciate, and experience their own and others’ cultures. A good way to explore other cultures and to learn more about one’s own is through play and physical education.

3. Each child must learn to be comfortable with himself/herself, yet be able to function in society. A multicultural, multiethnic approach to education provides children with information they can use to form opinions and practices for their own lives. Facts can destroy discriminatory and racial barriers. Indeed, better racial and ethnic understanding can be a direct result of wider cultural awareness. The most logical forum for offering multicultural information is in schools and youth groups.

4. Indian and Metis students are the children of peoples whose cultures are, in many ways different from those who established the school system. These differences which may include learning styles, language, and world view, must be reflected in curriculum, programs, teaching methods and climate in the schools attended by Indian and Metis children.

5. Demographic information pertaining to Aboriginal peoples in Alberta and Saskatchewan

6. Alberta’s population is the fastest growing in Canada • Over the next 10 years Alberta’s population will grow between 8%-13% • Alberta is the 4th largest immigrant-receiving province. • Most of Alberta’s immigrants come from China, the Philippines, India, Korea and Pakistan. • Over 42% of Alberta’s immigrants are well-educated with a University degree. Most of these people are destined for Calgary (60%) or Edmonton (30%). • Approximately 3,800 or 26% of the total newcomers to Alberta in 2002 were school-aged children Data provided by Alberta Government in 2005

7. Aboriginal population growth • The population of Aboriginal people is growing much faster than the non-Aboriginal population - at a rate of almost 27% compared to 10% growth for the overall population. • A third of the Alberta Aboriginal population is under the age of 14 and 9% of the children in Alberta are Aboriginal. • There are over 52,000 school-aged First Nations children in the province. • The Aboriginal birth rate in Alberta is 1.5 times the birth rate for non-Aboriginal people. Data provided by Alberta Government in 2005

8. Magnetic Province • In 2002, Alberta welcomed 26,740 Canadians into the province as new citizens. This was the highest net in-migration of any other province. Conservative estimates expect at least 20,000 more people a year to come to the province from other parts of Canada over the next decade. • Approximately 3,800 or 26% of the total newcomers to Alberta in 2002 were school-aged children and youth.

9. Alberta Immigration Stats • Alberta is the 4th largest immigrant-receiving province. • Most of Alberta’s immigrants come from China, Philippines, India, Korea and Pakistan. • Over 42% of Alberta’s immigrants had a University degree. • Most are destined for Calgary (60%), or Edmonton (30%).

10. Births to Saskatchewan Residents Total Aboriginal Births Total SK. Births * Data provided by Saskatchewan Health, 2003

11. School aged children (5-17) Percentage of total aboriginal and Metis students in SK. 1996 - 20% 2001 - 25% 2006 - 30% * Data has been adapted from Population Projections for Registered Indians, 1985-2011 and Saskatchewan Health Annual Reports.

12. Indian and Metis population trends in Saskatchewan • There are approximately 125,000 Indian and Metis peoples in the province. This number is projected to increase to 180,000 by 2006. • 63% of the Aboriginal population is under 25 years of age (the average age of all Saskatchewan residents is almost 39 years of age) • The birth rate for Aboriginal peoples is approximately double the average for Saskatchewan (33 per 1,000 as compared to 17 per 1,000). The projected population for Aboriginal peoples in SK. is expected to be 33% of the total population by 2045. • The proportion of Aboriginal births in the province is projected to increase from 24% in 1990-91 to 37% in 2006. • Data provided by the Saskatchewan department of health 2001

13. Saskatchewan Population trends cont. The Indian and Metis school aged population is projected to increase from 18% in 1990-91 to 30% in 2006. The proportion of non-Aboriginal children under 15 is only 18% Today 1 in 4 children under 10 in Saskatchewan is Aboriginal (26.5%) 13% of all Aboriginal people in Saskatchewan are under 5. Data provided by Saskatchewan Health, 2004

14. Alberta’s Aboriginal Population *Aboriginal refers to a person who reported at least one Aboriginal ethnic origin, that is North American Indian, Metis or Inuit. 2001 Statistics Canada, census Total percentage of immigrants born outside of Canada - 15% for Alberta, 12% for Lethbridge What does this mean for teachers? What does this mean for physical education teachers?

15. What does the current Alberta K-12 physical education Guide to Implementation offer?

16. Working with Aboriginal and Metis students in public schools • Teachers play a very important role in the development and implementation of Indian and Metis initiatives in provincial schools. • Following are a number of fundamental and essential considerations for teachers as they develop and refine short and long term objectives for their classrooms: • Become the initiator of staff inservices around Indian and Metis education. • Become informed about your community’s various cultures and cultural differences.

17. Considerations for teachers continued... • Try to know the homes from which your students come • Make yourself visible and become involved in cultural activities

18. Aboriginal perspectives • The following ideas may be helpful in terms of integrating Indian and Metis content into the sample units: • Learn traditional Aboriginal games and activities. Include Sending (throwing and striking) and Receiving (catching and collecting) activities. • Study the history of Indian and Metis activities which involve sending. • Introduce games and contests with a sending theme which employ things found in nature, (e.g. pine cones, pebbles) • Study the lives of native peoples in the sports world. • Discuss and incorporate the co-operative ethics that are found in many Indian and Metis games and activities. • Use talking circles and other oral traditions to share experiences.

19. Traditional Aboriginal code of ethics Give thanks to the creator each morning upon rising and each evening before sleeping. Seek the strength to be a better person. Showing respect is a basic law of life Always treat your guests with honor and consideration. The hurt of one is the hurt of all. The honor of one is the honor of all. All races are children of the creator and must be respected. Observe balance and moderation in all things. Know those things that lead to your well-being and those things that lead to your destruction. Listen to and follow the guidance given to your heart. Expect guidance to come in many forms: in prayers, in dreams, in solitude and in the words and actions of Elders and friends. Receive strangers and outsiders kindly.

20. Educational gymnastics Activity #1 One hand reach A target is placed above the player who in turn will try to reach as high as possible towards the target. The player’s reach will be recorded and after each successful reach the target will be raised. The player works towards reaching a position where his or her total body is balanced over one hand, parallel to the floor. Learning Objectives: 1. The students will display an understanding of performance cues related to springs, swings, landings, statics and locomotions. 2. The students will demonstrate the ability to monitor and set personal performance goals.

21. Activity #2 The Eagle A group of four will take turns picking up a peer and carrying him or her around a designated area. The individual who is being carried will maintain a rigid body while being carried. The individual who maintains this rigid position the longest is the winner. Grace and a rigid body are the focus for this activity. Activity evaluation: 1. Self monitor form and class/peer discussions 2. Self monitor form and journal entry 3. Discussion and journal entry.

22. Activity #3 One Foot High Kick A target is placed above the participant. It is the objective of the participant to kick the target. The participant will kick off with both feet. Then the participant will kick the target with one foot and land on the same foot that kicked the target. The players are allowed three attempts at each height. The individual who kicks the highest successfully is the winner. • Indian, Metis, Inuit Content • It is a desired skill with the Aboriginal nations to possess the endurance required for this activity. This activity requires great strength, balance and determination.

23. Resource ideas from Saskatchewan Education: Learning Resources Distribution Centre 1500 4th Avenue Regina, SK. S4P 3V7 306-787-5987 On the web also: http://www.sasked.gov.sk.ca/ Resource ideas from the Saskatchewan Indian Cultural Centre Suite 205 - 103B Packham Avenue Saskatoon, SK S7N 4k4 Phone 306-244-1146 Fax 306-665-6520

24. More Resources Books: Barbarash, L. (1997). Multicultural games. Human Kinetics Publishers. ISBN # 0-88011-565-3 Macfarlan, A. (1985). Handbook of American Indian games. Dover Publications, NY. ISBN# 0-486-24837-2 Traditional Manuals Resource Series for Dene and Arctic Games Phone: 867-920-6192 or email: gary_schauerte@gov.nt.ca currently, 3 of a series of 5 manuals have been created along with a video and CD-Rom.