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We Belong - A How-to Guide: Improving Access to Physical Activity Programs for Newcomer Youth

We Belong - A How-to Guide: Improving Access to Physical Activity Programs for Newcomer Youth

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$30.00 CAD

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    Book

    We Belong—A How-to Guide: Improving Access to Physical Activity Programs for Newcomer Youth includes five sections designed to help Canadian physical activity leaders develop quality programming for young newcomers using an asset-based community development approach:
    • Introduction: provides an overview and key definitions and sets the context for program development
    • Planning phase: includes sections on religious and cultural considerations, family and parental influences, adaptations and modifications, safety, and barriers that may need to be addressed
    • Implementation phase: focuses on appropriate communication strategies and participant guidelines
    • Evaluation phase: provides information on various evaluation tools and details to consider at the end of the program
    • Appendixes: includes worksheets for program planning, case studies, and sample permission and evaluation forms

    Audience

    Individuals facilitating physical activity experiences for young newcomers in Canada

    Table of Contents

    Section 1. Introduction
    Unit 1. Overview
    Who Should Read This Guide
    Purpose
    Rationale
    Structure
    Unit 2. Key Definitions
    Asset-Based Approach to Community and Program Development
    Culture
    Newcomer Youth
    Physical Activity
    Physical Literacy
    Positive Youth Development
    Unit 3. Setting the Context
    Physical Activity Benefits and Participation Rates
    Newcomer Canadian Youth and Physical Activity
    Physical Activity and Out-of-School Time
    Asset-Based Approach to Community and Program Development
    Introduction Summary

    Section 2. Planning
    Unit 1. Religious and Cultural Considerations
    Collaboration With Different Faith Groups
    Language and Communication Styles
    Dress
    Nutrition
    Trust Channels
    Gender
    Participants’ Social Values Differences
    Cultural Motivations
    Planning for Culturally Responsive Physical Activity Settings
    Social Class and Social Mobility
    Unit 2. Family Considerations and Parental Influences
    Gender Roles Within Family and Community
    Views of Females Participating in Physical Activity and Sport
    Birth Order Roles and Considerations Within the Family
    Financial Considerations and How they Impact Accessibility
    Unit 3. Program Planning
    Community Partnerships
    Program and Session Planning
    Unit 4. Physical Activity Pursuits: Adaptations and Modifications
    Unit 5. Physical Activity Facilitators: Best Practices for Optimal Participant Experiences
    Understanding Personal Biases and Experiences
    Establishing a Community and Welcoming Environment
    Opportunity for Practice and Play
    Feedback
    Positive Task-Involved Motivational Climate
    Unit 6. Safety
    Physical Safety
    Emotional Safety
    Unit 7. Addressing the Barriers to Newcomer Youth Participation in Physical Activity Programs
    Financial Barriers
    Cultural Norms or Religious Beliefs
    Other Barriers
    Planning Summary

    Section 3. Implementation
    Unit 1. Communication
    Communicating Program Specifics and Permission Forms
    Logistical Communication
    Personal Communication
    Unit 2. Participant Guidelines
    Responsibilities
    Commitment Expectations
    Unit 3. Checking In/Formative Assessment
    Ways to Check In With Participants
    Using Check In Information to Guide Future Sessions

    Section 4. Evaluation
    Unit 1. Evaluation Tools
    Surveys
    Interviews
    Unit 2. Program Evaluation Complete: Now What?
    Unit 3. Year End
    Thank-You Cards
    Ordering Equipment
    Contact Future Partners
    Evaluation Summary
    References

    Appendices
    Appendix 1: How Tennis Coaches Can Build Players’ Developmental Assets
    Appendix 2: Program Development Worksheet
    Appendix 3: Community Asset Mapping
    Appendix 4: Words in Different Languages That Can Be Used in Physical Activity Settings
    Appendix 5: Session Plan
    Appendix 6: Physical Activity Definitions
    Appendix 7: Sample Permission Form for Participation
    Appendix 8: Invitation to Participate in Program Evaluation: Parental Consent
    Appendix 9: Invitation to Participate in Program Evaluation: Youth Assent
    Appendix 10: Case Studies of Programs Using Asset-Based Community Development

    About the Author

    Physical & Health Education Canada (PHE Canada) is a national leader and vital contributor in fostering achievement and health among Canadian children and youth by supporting physical and health education and active living initiatives where children live, learn, and play. PHE Canada’s vision is a future wherein all children and youth in Canada live healthy, physically active lives.

    Contributors: Amanda Santec, PhD, Jennifer Bhalla, PhD, Brian Culp, PhD, Doug Gleddie, PhD, Peter Scales, PhD, Ashley Johnson, Amanda Parriag, Paul Chaulk, Jennifer Jones, Rebecca McQuaid, Amber Muir, Stephanie Talsma, Tricia Zakaria.