Physical Activity

Students who are physically active tend to perform better academically. Schools play an important role in encouraging active living. The policy framework and guidelines, Inspiring Movement: Play Well – Learn Well – Live Well (2010) is based on a Comprehensive School Community Health approach that promotes active living, including engaging students in healthy levels of daily physical activity. The document provides school divisions with the rationale for daily physical activity, some key understandings, a policy statement and the building blocks of physical activity in Saskatchewan. It also outlines the roles and responsibilities for ensuring daily physical activity and provides some assistance to those school divisions beginning their journey to promoting and establishing active schools.

It is important that all education and sport stakeholders understand the facts about concussion (i.e., what is a concussion, what to do if a concussion is suspected and how to aid with the recovery process). At some point in their career, educators will likely face a situation where a student is affected by a concussion.

Because everyone responds differently to a concussion, recovery plans need to be individualized. Engaging the brain too much too early can cause symptoms to reappear or worsen. School professionals can help facilitate a student's recovery and gradual return to learning and playing after a concussion. A collaborative approach by a team that includes school professionals, the student's family and health care professionals is required to manage the student's recovery and to facilitate the appropriate supports or accommodations.

Effective management of a concussion can affect recovery. Someone with a concussion requires appropriate assessment, rest and care before gradually resuming physical activity or returning to learn, play, work or use digital devices. It is essential to rest the brain after an injury, just as it is for other types of bodily injuries.

Training for School Staff, Volunteers, and Families

Establishing consistent concussion education for all school personnel, students, volunteers, and parents/guardians helps ensure everyone is aware of concussion-related procedures to follow, understand their roles and know what tools are available to help them. It is most effective to take concussion awareness and prevention training at the start of the school year.

E-Learning Courses/Modules:

• Making Head Way: Concussion e-Learning Series - National Coaching Certification Program (NCCP)
• Concussion Awareness Training Tool (CATT) School Professionals Course

Additional Resources:

• Parachute Canada
• Acquired Brain Injury Partnership Project
• Ministry of Health: Acquired Brain Injury Services
• Saskatchewan Brain Injury Association

The Common Vision: Let's Get Moving has been developed for use by governments, schools, the private sector, researchers and non-government organizations. It addresses sedentary lifestyles and promotes physical activity in all its forms, types and levels of intensity through sport and recreation.

The Common Vision has been developed in four sections.

1. The current state of physical activity and sedentary behaviour among Canadians;
2. Five principles that guide all aspects of the Common Vision;
3. Six strategic actions for all organizations and leaders; and
4. What organizations, leaders and governments can do individually, and what everyone can do together.

The Framework for Recreation in Canada identifies common ways to think of recreation in Canadian life, based on clear goals, standards and principles. The framework has been endorsed by the Government of Canada; the Canadian, Provincial and Territorial Parks and Recreation Associations; and the Federation of Canadian Municipalities. The framework will assist communities, decision-makers, municipalities and the provincial government to:

1. Encourage physical activity through recreation;
2. Increase inclusion/access to recreation for individuals that face barriers;
3. Connect people to nature through recreation;
4. Create supportive physical/social environments to building strong, caring communities through recreation; and
5. Ensure growth and sustainability through recreation.

The After-School Time Period (ASTP) is between 3 and 6 p.m. and has been recognized as a critical time for children and youth. Research shows an increase in youth physical inactivity, antisocial behaviour, screen time and poor eating habits during this time. The SPRA has developed an information directory for parents, schools, and communities on the sport, culture and recreational programs available in their area for young people during the ASTP.

The Canadian 24-Hour Movement Guidelines for Children and Youth encourages Canadian children to "Sweat, Step, Sleep and Sit" the right amount of time in an average 24-hour day. Tools and resources are available to help with sleep, sedentary behaviours and physical activities that support their healthy development and promote an active lifestyle.