sport schools in bc: the future is...

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Sport Schools in BC

Sport Schools in BC: The Future Is Here

Richard Way, Carl Repp and Thom Brennan July 2010

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Sport Schools in BC 2

Preface From 2003 to 2007 Canadian Sport Centre Pacific (CSC Pacific), formally known as PacificSport engaged in sport academy development and sharing of information. The CSC Pacific sponsored Student Athlete Achievement Project completed a situation analysis provincially, nationally and internationally and made recommendations on future developments in this area. Additionally, information and tools were created to support the development of new sport academies. The goal was set for 60 sport academies in BC by 2010.

In 2009, as a follow-up to that work 2010 Legacies Now engaged CSC Pacific to prepare a report which would include:

1. the status of sport schools as they currently exist in BC; 2. linkages of facilities with existing sport schools and consideration of capitalizing on

new facilities including the legacy facilities of the 2010 Games; 3. examination of athlete demographics in BC to determine demand and needs to best

support and service elite athletes; 4. an analysis of best practices case studies in Canada and internationally; 5. linkages to NSO and PSO interests in establishing sport schools in partnership with

the BC education and sport system; 6. linkages and integration with the Canadian Sport for Life model and the BC

performance pathway; and 7. effectiveness of the proposed 4 tier model outlined in the report prepared in Phase 1

of this project.

The goals of this report are to:

1. Inventory, assess and review sport academies that are currently operating in BC and determine challenges and opportunities.

2. Provide the framework for three multi-sport academies centred around the Whistler Athletes’ Centre, the Richmond Olympic Oval and the Pacific Institute for Sport Excellence with partnerships with local school districts, high schools and existing sport programs.

3. Make any necessary recommendations to key stakeholders including the BC Ministry of Education.

When the goal of 60 sport academies for 2010 was established it was seen as a ‘stretch target’. Today there are over 110 sport academies in 72 schools over a range of more than 20 sports operating in BC.

Sport Schools in BC 3!

Table of Contents Preface 2

Table of Contents 3

Glossary 5

Executive Summary 8

Introduction 10 Integrated Performance System (2005 – 2010) 11 Integrated Performance System (2010 – onwards) 11 LTAD / Canadian Sport for Life 12 Methodology 12

Situation Analysis 13 British Columbia: Where we are now 13

2000 – 2010 13 Current Inventory of BC Sport Schools 14 BC Sport School Survey Results 14 BC Education System 15 BC School Sports 17 Student-Athletes 17 Education, Athletic and Economic Impact 18 NSOs and PSOs 19 Major Sport Facilities 19

Sport Schools Nationally and Internationally 21 History 21 Canada 21

National Sport School, Calgary 21 Sport-Etude Programs 21 Ontario Specialist High Skills Program 22

International 22

Analysis: Current Situation 24 Key Success Factors 25

Sport School Options 26

Recommendations: Where we want to be! 27 BC Ministry of Education 27 BC Ministry of Healthy Living and Sport 27 The New BC Sport Agency 28 CSC Pacific 28 Schools and School Districts 29 BC School Sports 30 Coaches Association of BC 31


National Sport Organziations 30 Provincial Sport Organizations 31 CSC Pacific with PISE, ROO and W2010SLS 31

Canadian Sport School Model 32 Pacific Institute for Sport Excellence 33 Richmond Olympic Oval 37 Whistler 2010 Sport Legacies Society - Whistler Athletes’ Centre 41 PacificSport Regional Centres 44

Appendix 1: References 45

Appendix 2: Inventory of Sport Schools and Academies in BC 46

Appendix 3: BC Sport Schools Survey Results 50

Appendix 4: BC School Act 57

Appendix 5: BC Ministry of Education Specialty Academy Criteria Regulation 59

Appendix 6: BC Ministry of Education Performance Standards for Healthy Living 60

Appendix 7: 2004 Graduation Program Guidelines 61 Examples of a Student Athlete Course Timetable 62

Appendix 8: Sport Oriented Board Authority Authorized Courses in BC 65 BAA – Camosun College Fitness for Life 12 68

Appendix 9: Summary of CSC Pacific Registered high school aged athletes 73

Appendix 10: CSC Pacific Registered High School Athletes Survey Results 75

Appendix 11: Inventory of NSOs interested in Sport Schools 80

Appendix 12: Quebec Sport-Etude Memorandum of Understanding 81

Appendix 13: Quebec Sport-Etude Program Criteria 87 Quebec Sport-Etude Tuition Examples 90

Appendix 14: Ontario Specialist High Skills Program 91

Appendix 15: International Examples 93 Austria - Leistungszentren 93 France – INSEP plus 93 Netherlands - LOOT 94 Australia - Sports High Schools 95

Appendix 16: Sport Schools Performance Measures 97

Appendix 17: Athletic Foundation Academy 104

Appendix 18: Links and Resources 106

Appendix 19: Contributors 107


Glossary Academy – each sport that is recognized or focused on within a Sport School is considered an

academy (i.e. School X may have a Soccer Academy and a Volleyball Academy).

Age Group High Performance level – includes athletes in various age groups defined as athletes that have been identified as having the potential for international success and who are training a minimum of 15 hours per week, usually in elite age group clubs

Athletic Foundation Academy – regional multi-sport athletic skills foundation programs that develop athletes at the Train to Train stage of long term athlete development, preparing them to move to provincial teams/programs and centralized training facilities.

BC Healthy Living Performance Standards – a resource for schools and families that can be used to focus and monitor efforts to enhance knowledge, skills, attitudes, and behaviours surrounding healthy living.

Board Authority Authorized (BAA) courses – courses offered by School Boards to meet local needs and student interests. They are authorized by boards/authorities according to requirements set by the Ministry of Education. There is no limit to the number of BAA courses a student may use as a part of the 28 elective credits required for graduation.

CSC Pacific - in partnership with the national network of Canadian Sport Centres and the BC network of PacificSport Centres, delivers sport performance programs and services to provide athletes and coaches living in BC with every advantage to win medals for Canada.

CSC Pacific Academy – a high performance training group, similar to a National Training Group. May incorporate more than one sport (i.e. an endurance sport academy). Involves a centralized critical mass of coach and athletes. May or may not include educational support or services.

CS4L – Canadian Sport for Life

Development level – made up of athletes who are competing on a Provincial to junior national level and have not yet achieved success of high performance athletes.

Excellence – attainment of publicly recognized excellence and, in particular, representing a club or country at the national or international level. Excellence level athletes includes the athletes across all sport that have a high probability of winning an Olympic or Paralympic medal.

External Credit Course – an external course is a set of learning activities that has been developed outside the Ministry and taken by students either outside the regular classroom setting (e.g. Athlete, Coach, Official or First Aid courses); or inside the regular classroom setting (e.g. IB and AP courses)

Flex Program – where non-sport specific training occurs during school hours as well students are able to leave school to participate in outside sport specific training with no impact on their


attendance or academics, e.g. West Vancouver Super Achievers Program.

Foundation – the early development of physical literacy and general physical skills upon which all later forms of sports participation are based

Independent Directed Studies (IDS) – a policy that allows students to initiate their own course of study under the supervision of a teacher. An IDS must be based on the learning outcomes of a Ministry Authorized or Board Authority Authorized Course. An IDS can be either one or two credits, and can only count to selected studies.

ISF – International School Sport Federation

LTAD – Long Term Athlete Development

NSO – National Sport Organization

NTC – National Training Centre

NTG – National Training Group

PISE – Pacific Institute for Sport Excellence

PSO – Provincial Sport Organization

ROO – Richmond Olympic Oval

SAAP – Student Athlete Achievement Project

Senior National Team level – made up of athletes on senior national teams

Skills Academy – where a curriculum-based sport program is offered in partnership with an educational facility. Participants do not participate on school teams.

Speciality Academies – an educational program that emphasizes a particular sport, activity or subject area and meets the prescribed criteria set out in the regulations

Sport Academy – a high performance training group in one or more sports. The program may be run by a private organization or in partnership with PSO, NSO or LSO support. Not necessarily affiliated with any educational facility. Private example: the Roman Tulis Soccer Academy

Sport Etude – the sports school structure in Quebec.

SportFit – a generic tool created by 2010 Legacies Now to help children/youth “discover sport”. The program used eight tests of physical ability plus a personal preference survey to determine what summer or winter sports the child may be best suited for. www.sportfitcanada.com


Sport School –a school-based program where some form of sport training/ competition is provided during the school day as part of the curriculum.

WAC – Whistler Athletes’ Centre


Executive Summary Over the past decade in the BC education system sport schools or sport specific academies have become a program of choice for BC student athletes. In 2000 no sport specific academies were available while today 72 schools offer more than 110 programs with approximately 4000 student athletes enrolled throughout BC across 21 sports. This tremendous growth has been driven by districts and schools who recognize the revenue generating potential of specialty academies in a climate of Ministry of Education deregulation and a declining student population.

The sport specific academies are providing an enriched training environment for student athletes, however, with the exception of hockey; they have been created completely separate from the sport system. A survey of sport schools indicated that 95% have links to community sport through coaching, facility and equipment use. However, only 15% work with provincial (PSO) or national sport organizations (NSO) to set program performance criteria. Additionally 77% of the sport schools contract performance services in addition to coaching, yet there does not appear to any standards required. In BC, the sport specific academies generally have not been linked into the long-term athlete development (LTAD) pathways of sports. This stands in stark contrast to Quebec’s comprehensive network of ‘sport-étude’ programs and sport schools in the rest of world where a symbiotic relationship ensures developmentally appropriate training and competition environments for the student athlete.

Further, in a survey with the 364 Canadian Sport Centre Pacific (CSC Pacific) registered high school aged athletes it was found that sport specific academies played very little role in their development with only 3% of the respondents in that situation. These athletes can be considered the top aspiring athletes in the province yet 77% are finding it difficult to balance school and sport.

While strong partnerships and connections have not been made, education leaders in BC sport specific academies tell stories of increased attendance, increased academic performance, improved life skills in addition to improved athletic performance and the securing of post secondary scholarships.

The explosion of sport specific academies in the BC education system creates a tremendous opportunity for the BC sport system to work with school districts and others to create a high quality training environment for thousands of student athletes across the province. This is especially true in major sport facilities around the province including: Whistler Athletes’ Centre (WAC), Pacific Institute for Sport Excellence (PISE) and the Richmond Olympic Oval (ROO) where unique partnerships can ensure athletes are engaged in training environments which allow them to progress athletically while ensuring they manage and excel academically.

This report outlines a specific list of recommendations, to a variety of stakeholders, which will link sport specific academies to the sport system to improve the athletic and academic experience of thousands of high school students. A summary of the recommendations are as follows:


• CSC Pacific take a leadership role in providing services and program information to both student athletes and sport specific academies;

• Both PSOs and NSOs include sport specific academies in the planning surrounding the implementation of LTAD models;

• WAC, PISE and ROO build program models which complement and enhance the school districts’ sport specialty academy programs;

• The Province of BC through the Ministry of Education and the Ministry of Healthy Living and Sport recognize the growing impact of sport specific academies and set quality standards;

• BC School Sports recognize that a significant number of student-athletes have chosen an educational pathway through ‘sport specific academies’ and thus evolve policies and procedures to include these student-athletes based on Canadian Sport for Life (CS4L) values and principles;

• The BCRPA recognize the increasing number of schools in the province which are using municipally owned facilities in off peak hours, then support in facilitating linkages between recreation departments and schools;

• The new BC Sport Agency recognize that sport schools can be foundational in athlete development as they can create the optimal training, competition and recovery environment for the Train to Train athlete; thus build them into the funding and accountability framework questions for PSOs.

In summary, over the past decade education in BC has changed dramatically. Part of the change has been the proliferation of sport academies developed at the district and school level. While this has created opportunities for many student athletes to pursue athletics at school these academies have not been linked to the sport system and do not support aspiring high performance athletes. BC now has the opportunity to form new partnerships to raise the standards of academies to support a wider range of aspiring student athletes. The key to achieving this goal is leadership coming from key sport and education partners to maximize the opportunities available.


Introduction In many countries, for many decades, sport schools have played a key role in the athlete development pathway. Sport schools have not been part of the Canadian sport system with the exception of the past two decades where Quebec has developed a comprehensive network of ‘sport-étude’ programs within their school and sport system. In this decade, education policy in many provinces has changed thus providing more freedom for parents to choose a school for their children. Due to this policy change, schools and districts have developed special sport programming to make their schools more appealing to parents. The result has been sport schools created in many sports including hockey, soccer, lacrosse, baseball, softball and basketball. BC has become a leader in sport schools with more than 70 schools offering over 110 ‘specialty academies in sport’ which range across 21 sports.

With one exception NSOs and PSOs have not recognized this emerging opportunity to change the training in their sport. Hockey is the only sport who has had the capacity to be in front of this trend as they piloted the Hockey Skills Academy Program from 2000 to 2002, which now has over 80 school programs involved across Canada. Other sport NSOs and PSOs have been watching as a new entities (sport schools) have become centrally involved in the Train to Train stage of their long-term athlete development. It would appear that some NSOs are not ready to act.

While sport schools did not exist in Canada 1 outside of Quebec before the turn of the century since then there has been a rapid unregulated, disconnected growth in some provinces while in others there is still none to speak of. The Canadian sport school situation, again with the exception of Quebec, is significantly different than the rest of world. This report will give you a clear picture of how sport schools in Europe form the backbone of their high performance systems and how Australia has developed a network of ‘sport high schools’ which link directly into their sport centre system.

The idea of linking sport schools into the performance pathway in BC is not new as it was identified by CSC Pacific in 2005 in the visionary Integrated Performance System. While there have been limited resources to act on the CSC Pacific plan other nations, such as Australia, are investing significant funds in similar concepts. However, as they say… ‘It is never too late to start…’

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 Radtke, S. and Coalter, F. (2007). Sport Schools: An International Review Stirling, UK: University of Stirling

Fact #1

1. 82% of German Olympic medals from 2001 – 2004 were won by current or former sport school student athletes

2. Austria ski school athletes won 90% of the Austria ski medals at the Olympic Games from 1992 – 2006

3. National Sport School (Calgary) current or former students made up 10% of Team Canada at 2006 Torino Winter Olympics

4. 10 INSEP athletes competed for France at the 2004 Olympics in Athens1

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Integrated Performance System (2005 – 2010) The Integrated Performance System (IPS) was implemented in British Columbia in 2005 with the goal of enhancing the performance of BC athletes on the national and international stage, and ultimately at the Vancouver 2010 Winter Games. The IPS was based on a “targeted sport strategy” which identified 20 sports (summer and winter) in which BC athletes had the highest potential for international performance. These sports received support in five key areas: Athlete Support, Coaching, Sport Performance, Data Tracking and Facilities. Sport school programs were also included in this plan, with an aim to create a provincial network that would integrate with the IPS system and the PacificSport regional centres across the province to provide educational and training support to high school age high performance athletes, and assist with Talent ID initiatives. Though this objective has been identified and recommended it has not yet been achieved and has been included in the new IPS program, which will guide high performance sport in BC through the next quadrennial.2

Integrated Performance System (2010 – onwards) With the incredible success of Canadian and BC athletes at the Vancouver 2010 Olympic and Paralympic Winter Games CSC Pacific is positioning itself to maintain the momentum that the Games provided. As a result the IPS system has been reviewed and updated. The new IPS retains the goal of increasing the number of BC athletes on national teams with the potential to win medals for Canada. One major change from the previous IPS system is that athletes, coaches and teams will be encouraged to train out of central hubs throughout the province. This will enable the athletes and coaches to access a wide variety of performance services and be immersed in a high performance environment with a critical mass of sport personnel. CSC Pacific is in the process of forming academies, which will function much like National Training Groups, housing a number of elite athletes and could include more than one sport. The first of these academies, the Victoria Academy of Swimming is already operating under Coach Randy Bennett. Other academies are being planned in other areas of the province. Sport school programs are also identified in the new IPS program as an avenue to develop athletes from early stages in their careers to the point where they could be involved in the high performance CSC Pacific Academies, the creation of a provincial network of Sport School programs recommendation has also been carried over and is an goal of the new system.3

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"!British Columbia Integrated Performance System 2006-2008 Performance Priorities for BC Implementation Plan 3 Performance Pathway Overview; and 20-12 for 2012: A Legacy Plan for CSC Pacific!

Fact #2

Of the 364 high school athletes register with CSC Pacific, 77% indicate it is difficult to balance sport and their education; and achieve their academic goals.


LTAD / Canadian Sport for Life As reported in the Canadian Sport for Life resources it takes approximately 10,000 hours of training and practice for an athlete to fully achieve their potential. The majority of these hours will occur while the athlete is attending secondary school (age 13 – 18).4 The Train to Train stage is identified as critical in development, however for most sports in this country the training and competition environment for those athletes does not meet the standards required to allow them to achieve optimal athletic development nor an academic situation which provides balance.

While much is being done to own the podium on the international stage with investments in Integrated Support Teams (ISTs) and sport technology and innovation techniques, up and coming athletes have not reaped the benefits of this increased focus on high performance sport and many student athletes may be “falling through the cracks” or dropping out of sport because they cannot manage the time demands of both sport and their educational endeavours. With the expanded infrastructure and flexibility in high school education at our disposal BC is ready to become a leader in the development of new Senior National team members for Canada. A number of other countries have used and are currently using extensive sport school programs to allow their young athletes to be successful in academics and in sport.

Methodology This report was developed using the following methods: a review of existing Student Athlete Achievement Project information, a review of existing published national and international literature, a series of meetings with venue facilities, a comprehensive survey of 72 sport schools in BC, unstructured discussions with education and sport leaders, a meeting with National Sport Organizations interested in developing sports schools, and a survey of the 364 CSC Pacific high school aged registered athletes.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!4 Canadian sport for life: Long-term athlete development resource paper.

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Situation Analysis

British Columbia: Where we are now

2000 – 2010

The Student Athlete Achievement Project (SAAP) began in May 2002 as a joint project between CSC Pacific and 2010 Legacies Now. The primary goal of the project was to provide increased choice and flexibility in the BC education and sport systems to allow for student athletes to excel in both fields. The SAAP has brought together leaders in the fields of education and sport in an attempt to make a positive and lasting contribution to the rapidly changing environments of education and sport. Since 2002 BC has seen a tremendous increase in the number of sport school programs around the province. Figure 1 shows the change in the number of specialty sport academy programs over the past 8 years.

The guiding principles for the SAAP are:

• Partnerships: with the BC Government, Ministry of Education and leaders in sport and long term athlete development

• Student Athlete Achievement: in sport and education, with the notion that it takes over 10,000 hours of training and competition for an athlete to achieve their potential and integration of sport and education will enable student athletes to achieve their potential in sport and education

• Leadership: there are currently at least 110 sport academies operating in BC with little to no leadership or structure from the Ministry of Education or from sport organizations (i.e. PSOs or CSC Pacific).

As part of the project the SAAP Resource Toolkit was developed and published in 2003 which provides a step-by-step development plan for potential sport school coordinators and planners along with best practice examples from existing sport academies. The “Winning Characteristics” rubric was also developed, which can be used to evaluate existing sport academies and provide the coordinators with areas that may be improved. The Winning Characteristics document has been updated and renamed the Performance Standards Rubric and was used to facilitate the survey of existing sport schools that was conducted as part of this project.

Figure 1

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Immediate Impacts

While sport school programs have only been developed recently in British Columbia, there has been considerable success. Many student-athletes who have graduated from sport school programs have gone on to receive scholarships to compete at universities across North America in CIS, NAIA and NCAA athletics, such as: Katelyn Drake, a member of the UBC Varsity Soccer team, Colton Lewis playing hockey for the University of Calgary, both graduates of Sentinel Secondary; Jessica Barclay (Seaquam graduate) currently playing on the UBC Varsity softball team, Katie Soderberg, second base player for the Wisconsin Badgers, Paige Howes, forward for the University of Alberta women’s soccer team and Grayson Repp (swimming), Cassandra Morrice (swimming), and Ryle McCormick (diving) competing for the Arizona State Sun Devils. In the spring of 2010 Riley was named Diver of the Year and Freshman Diver of the Year in the PAC-10 athletic conference. Other graduates have gone on to play for semi-professional and professional sport franchises including Brandon McMillan and Colten Teubert of the South Delta Hockey program drafted by the LA Kings and Anaheim Ducks respectively and Kyle Orr (graduate of Lambrick Park) picked in the 4th round of the Major League Baseball draft by the LA Dodgers.

These are just a few of many who are leaving sport academies to pursue their academic and athletic dreams.

Current Inventory of BC Sport Schools

In the past 5 years BC has seen a significant increase in the number of Sport Academy programs. Current inventory shows that there are 72 schools operating 115 specialty sport academies in 21 different sports. Figure 2 shows the breakdown of the programs by provincial region. The full inventory can be seen in Appendix 2.

BC Sport School Survey Results

Coordinators of all of the sport school programs in BC were given an opportunity to provide information and feedback through the CSC Pacific BC Sport School programs survey which was conducted during spring 2010. The results of the survey give a clear picture of sport schools at this time in the province.

Figure 2

Geographical distribution of sport academies

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! The majority of sport schools in BC offer 1 or 2 different sports and have fees of over $1500 per year.

! Virtually all of the programs set their own academic and athletic criteria and cover their costs through student fees.

! Two of the main challenges faced by the respondents included keeping costs low and negotiating facility usage agreements with local recreation facilities.

! Many suggested creating a network or communication tool for coordinators to learn best practices being used around the province and to create provincial-wide sport oriented courses, much like the Board Authority Authorized Courses used by individual school districts.

! The challenge of providing high performance services at a high level for aspiring national team athletes was also identified.

For a complete analysis of the survey see Appendix 3.

BC Education System

One of BC’s Great Goals for Government is to “Lead the way in North America in healthy living and physical fitness.”5 Along with ActionSchools! BC and mandatory daily physical activity initiatives, sport school programs are an extension of this goal and allow approximately 4000 high school students to complete their high school education while participating and possibly excelling at a sport or physical activity of their choice.

In 2004, the BC Ministry of Education updated the Graduation Program (Grade 10-12). The new program, the 2004 Graduation Program, supports more flexible options in public schooling, giving local school boards more autonomy and control over the delivery of educational services; as well as improving student achievement and creating a high quality, performance oriented system. Some of the changes include adding grade 10 to the Graduation Program, introducing the Graduation Transitions program, and opening the door to “Programs of Choice” and “Specialty Academies” which include any program that provides specific training and instruction in a given area including the arts or sport. These changes have allowed schools and school districts to become entrepreneurial, and develop specialized programs, such as sport academies, to meet the demands of their student population. For BC Ministry of Education policies regarding Specialty Academies see Appendices 4 – 6.

Under the 2004 Graduation Program a student must receive a minimum of 80 credits from Grade 10, 11 and 12 courses. 48 of the credits must come from a list of required courses, including Language Arts, Science, and Math; the remaining 32 credits are made up of elective courses. These elective credits can be earned through traditional classes (i.e. science, math,

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!5 Source: http://www.gov.bc.ca/yourbc/health_care/


social studies, language arts etc.) or they can be earned through flexible options including Board Authority Authorized (BAA) courses, Independent Directed Studies (IDS), or External Credits. The new flexibility brought in with changes to the education system now allow school districts to award credits for many different activities, including sport.

! BAA courses are developed by individual school districts to meet the local needs of student interests and give sport school coordinators the opportunity to award course credits for work done in sport specific programs. Currently there are over 100 sport oriented BAA courses offered in BC including: Principles of Soccer 10 - 12; Strength and Conditioning, Female Fitness 11, and Rugby Coaching 10 – 12, a complete list is included in Appendix 8.

! IDS courses allow students to received credit for an extension of a provincially offered course under the supervision of a teacher. For a student-athlete this could include an extension of the PE curriculum to allow them to receive credit for their participation in sport outside of school.

! Credit can also be received for sport participation outside of school through the External Credit courses. An external course is a set of learning activities that has been developed outside the Ministry and taken by students outside the regular classroom setting and for sport: include Athlete, Coach and Official courses.

There is no limit to the number of these options a student can use to fill their 32 elective credits, this can allow for significant flexibility in a student-athlete’s high school education plan. For a detailed description of the 2004 Graduation Program requirements see Appendix 7.

Along with changes to the curriculum, changes have occurred in provincial policy which now allow for students to move freely between different catchment areas and school districts. This has allowed students to migrate to districts where they can receive the programs and instruction that they desire and has created competition between districts attempting to attract potential students through programs such as specialty academies. School district funding has also changed. In 2010, school districts received funding for secondary students based on the number of courses each of their students enrolled in; the districts received approximately $8,300 per student who took a full course load. This funding model encourages districts to increase the number of courses each student takes, it is important to note that students enrolling in BAA, IDS or External Credit courses do not cause a school district to lose money. School districts are also able to enrol international students, but receive no funding from the Ministry for these students; instead the international student is required to pay their own tuition fee, which is set by each school district. The average tuition for an international student is $12,000 per year.

Fact #5

School Districts with the most sport related BAAs

- Mission: 21 BAA courses - Greater Victoria: 15 - Cariboo-Chilcotin: 8 - Sooke: 8 - Vancouver: 8


The Ministry of Education, together with its partners, has three main goals: improved student achievement; a high quality education system and improved literacy for all British Columbians. The Education system has now changed in the way it tries to achieve those goals.

BC School Sports

Currently, BC School Sports policy does not support sport school programs.6 Student athletes who receive more than 5 credits (typically more than one course) in a sport specific course at their home school in one school year become ineligible to play in any BC high school sports league. This places the student-athletes in a difficult position causing them to choose between participating in high school sports leagues, or continuing their development and training through sport school programs. To resolve this issue, student-athletes can work with their academic counsellor to prepare an appropriate academic plan that may include receiving IDS credits through an alternate delivery school.

Student-Athletes

There are currently 364 high school aged athletes registered with CSC Pacific. The majority of these athletes train and compete in summer sports (75%) while completing their high school education. Over 80% are registered at the Provincial Development level which indicates they have been identified by their PSOs as athletes with the potential to move up to through the performance pathway and may have been selected for Provincial teams, Canada Games teams or qualified for senior national level competitions. The Provincial Development level has capacity limitations, so there are likely more athletes training and competing near the same level as these athletes that are not registered with CSC Pacific at this time. For a breakdown of the 364 registered high school athletes see Appendix 9.

A survey of these athletes shows clearly that at the moment sport school programs in British Columbia are not catering to high performance athletes, and those high performance athletes are not receiving the support and assistance from sports or academics to reach their potential in both fields simultaneously.

Figure 3 shows that of these high performance athletes only 2% are enrolled in a sport specific academy through their school, while 80% state that they find balancing academics and athletics at least somewhat difficult (Figure 4).

Figure 5 shows that athletes in BC are not taking advantage of External Athlete, IDS or BAA credits, with less than 50% receiving credit for Athlete 10. All of these athletes, being registered

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!6 Source: http://www.bcschoolsports.ca/pdfs/2009/Sport_Specific_Education_Programs_09-10.pdf

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CSC Pacific high performance athletes, would qualify for this credit, along with Athlete 11 and possibly Athlete 12. These credits, as explained above are granted by completing a form and receiving a signature from a coach and a school counsellor. By receiving credit for these courses the student-athletes could reduce their course load freeing up time to complete training, distance education courses or other school work. Many of the

athletes were unaware of these options before completing the survey; in the future student-athletes, coaches and parents must be educated on the availability of these options to ensure the success of high performance sport in BC.

Comments from the athletes also show that they do not receive the support or recognition from their schools and/or counsellors that they need to fully reach their potential in both academics and athletics.

For a complete summary of the CSC Pacific Registered High School Athletes survey please see Appendix 10.

Education, Athletic and Economic Impact

Sport Schools have been identified by CSC Pacific and 2010 Legacies Now as a part of IPS, but has not engaged in this area due to capacity issues. There was a substantial amount of work done from 2002 – 2005 on the Student Athlete Achievement Project which has played a role in the significant increase in the number of sport school programs in British Columbia. It is now time to re-evaluate these programs and ensure that the services that are being offered to student-athletes in the province are appropriate and effective.

Many stories are told that students participating in sport academies show increased attendance in classes, improved grades and develop better life skills; however no studies could be found which documented these intuitive findings.

Similar to the educational situation, sport leaders point to many success stories and scholarships achieved. Certainly it can be presumed that more time on task will develop more abilities, however there is very little information which clearly documents participation in sport

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specific academies significantly affects achievement towards the next stage in the LTAD of an athlete.

From an economic perspective clearly there are benefits to sport specific academies. In BC, budgets are district based therefore competition for students, is generally between districts, not schools. Either they draw revenue (students) into the district or keep revenue (students) from leaving the district. Based on the geographical distribution more sport specific academies are located where multiple districts are easily accessible by students. While district to district competition appear to be a basis of sport school creation, as the product matures there starts to be movement from private to public schools as well as increased international student registration.

NSOs and PSOs

Hockey Canada is the only NSO that has been able to implement a nationwide sport school program with their Hockey Canada Skills Academies (HCSA). Currently there are over 35 Hockey Canada Skills Academies operating in BC. This framework has made it extremely easy for the Hockey Branches (PSOs) and local schools and school districts to run a standardized, high quality sport specialty academy for student-athletes. Further now that the HCSA has been in place for almost a decade Hockey Canada is considering refinements to the program to address the range of players attracted to the program. While other NSOs have identified the benefit of sport school programs they have not been able to develop a generic template that can be widely used across Canada. Refer to Appendix 11 for an inventory of NSOs who are interested in developing sport school programs

While PSOs in BC have also identified sport school programs as important to the development of their athletes, the majority do not have the resources to plan or implement province-wide programs. Many Provincial teams do not centralize and only train together during short-term camps or competitions. With this lack of contact between the Provincial Coaches and athletes most of the athlete development is left up to local sports organizations and high school sports programs. In contrast PSOs work very closely with the school programs and coaches in the Quebec Sport-Etude program. These programs are used as a “rung” on the development ladder, rather than a separate entity as they are in BC.

Major Sport Facilities

With the completion of the Vancouver 2010 Games the legacies from the Games in British Columbia are being determined. The Pacific Institute for Sport Excellence (PISE), the Whistler Athletes’ Centre (WAC) and the Richmond Olympic Oval (ROO) have been identified as facilities with potential to become major high performance sport hubs post-Games and have the facilities, personnel and potential athletes to house successful sport school programs.

The Pacific Institute for Sport Excellence in Victoria, while not a direct legacy of the Games, is playing an important role in the success of the Canadian teams, housing the Victoria Campus of CSC Pacific, the Sport Innovation and Research Centre (SPIN), and high performance training areas for BC and Canadian athletes. PISE is looking to the future of high performance sport in


BC and is in an ideal position to launch new programs and initiatives. With strong linkages to CSC Pacific, Camosun College, and a large amount of infrastructure and expertise PISE is aiming to become a hub for high performance athletes in the Greater Victoria area, including high school aged athletes. PISE will continue to be the home of the Victoria Campus for CSC Pacific and will be integrated into the new IPS structure with multiple CSC Pacific Academies planned. PISE has some excess capacity especially during weekdays.

The Whistler Athletes’ Centre is operated by Whistler 2010 Sport Legacies Society, and starting in June of 2010, will provide a state of the art facility for sport and recreation. WAC includes a strength and conditioning gym, gymnastics hall, space for sports medicine professionals and accommodation in the Athletes’ Lodge and Townhouses with a capacity of 250. The proximity to world class training areas including the Whistler Sliding Centre, Whistler Olympic and Paralympic Park and Whistler-Blackcomb Mountains cater to a wide range of winter sports. CSC Pacific will also open its Whistler Campus at the WAC in Fall 2010, and it will soon house athletes and coaches training in Whistler on a daily basis and will be incorporated into the new IPS plan. A CSC Pacific Snow Sports Academy is also planned. WAC has no dedicated sport training facilities; however the Whistler 2010 Sport Legacies Society will also operate other sport facilities that need athletes to use them.

Richmond Olympic Oval, which is owned by the City of Richmond, is a large multi-sport recreation centre and high performance facility that can cater to a wide variety of sports including: volleyball, basketball, soccer, hockey and rowing. Home to long track speed skating during the 2010 Olympic Winter Games it has huge capacity for gymnasium and ice sports. ROO also has commitments to the City of Richmond for use by the community. ROO is a new facility just in the process of building its programming.

In the past 6 years the provincial government has made significant investments in sport facilities around the province including the Charles Jago Northern Sport Centre, Kamloops Tournament Capital Centre, John Lekcy UBC Boathouse, Fort St. John Enerplex and Kelowna Aquatic Centre. These facilities, along with many others also provide exceptional venues for sport school programs and should be investigated moving forward.


Sport Schools Nationally and Internationally

History Sport schools are used internationally with numbers varying widely between countries: one in Singapore, to 61 in Sweden. Germany has an incredibly comprehensive program with over 11,000 student athletes in its sport school system. The majority of the sport schools work closely with the NSOs to ensure that proper programs are being offered, and to validate the selection process. While the NSOs have a say in who is accepted into the sport school programs only some schools reassess their athletes and require them to re-apply each year. The NSOs are also usually involved in the hiring and/or employment of the coaches. Some schools have the facilities to allow the athletes and coaches to train at the school, but usually they work out of nearby centres of excellence. Many different approaches have been used from completely separate educational facilities and programs for student-athletes, to a more integrated approach used by the Sport-Etude program in Quebec.

Canada While Canada has emulated a number of Australian sport strategies, the Sport High School model has not been used extensively in Canada. Programs have been developed in a number of provinces with little, or no, formalized structure or standardization. Quebec has been the most successful, developing its Sport-Etude program, which has extensive connections between high schools, sport federations and coaches. Hockey Canada is the only NSO in Canada that has developed and implemented an official sport school program, with its Hockey Canada Skills Academies. This program was implemented around 2000 and has now grown to 115 programs across the country in both elementary and high schools. These programs could be models for other provinces and NSOs to follow.

National Sport School, Calgary

In 1994, CODA and the Calgary Board of Education established the National Sport School (NSS) in support of high performance student athletes. The school is committed to providing an environment for student athletes to pursue excellence in both their athletic and academic careers. The National Sport School provides separated classes for its student athletes as part of the Ernest Manning High School in Calgary. While the school does not provide coaching for the athletes the school does enable students to compete internationally without compromising their studies. Athletes from any sport can apply to the NSS but must be approved by the appropriate PSO or NSO before they are accepted. The NSS is recognized by many NSOs as a premier training environment for secondary school athletes and boasts a number of Olympic team members and medalists as alumni including Kyle Shewfelt, Deidre Dionne, Blythe Hartley and Jennifer Botteril.

Sport-Etude Programs

Sport-Etude programs have been used in Quebec for the past 20 years. The success of the program has been evident as Jean Pierre Tibi (Past President – National Multisport Centre


Montreal) credits the Sport-Etude programs as the number one reason Quebec won the 2003 Canada Winter Games.7 The goal of sport-etude programs is to help identified student-athletes achieve the best possible balance between athletics and academics. To facilitate this, the sport federations (PSOs) and potential sport-etude schools must meet certain criteria set by the Ministry of Education, Leisure and Sport before being approved. Agreements are also put in place between the high school, sport federation and any local sport organizations that may be involved in the program. This agreement defines the responsibility of each stakeholder, an example of these agreements can be found in Appendix 12. The stakeholders work together to hire appropriate coaches and other staff, and to coordinate the program and ensure its success.

Student-athletes in sport-etude programs complete the regular Quebec curriculum in 60% of the traditional classroom time, with the remainder of the time spent on sport specific classes or training. Appendix 13 provides more information regarding sport-etude programs and requirements.

Ontario Specialist High Skills Program

Ontario has recently announced the expansion of the Specialist High Skills program to include sport. These programs are “ministry-approved specialized programs that allow students to focus their learning on a specific economic sector while meeting the requirements for the Ontario Secondary School Diploma (OSSD) and assist in their transition from secondary school to apprenticeship training, college, university, or the workplace.”8 These programs allow students to gain a number of credits and other training or certification programs. Other specialist high skills programs include: arts and culture, energy, tourism and transportation. For the 2010 – 11 school year the Sport program will be offered in two high schools: Bill Crothers High School and St Martin Secondary. For more information on this program see Appendix 14.

International Sport schools have been used internationally for over 25 years with numbers varying widely between countries (see Table 1).9 There are varying degrees of integration across international sport schools. Some are wholly integrated, meaning that student athletes attend regular classes with the “normal” students. Proponents of this system feel that this allows the athletes to interact with regular students and remain connected to the world outside of sport. Other schools are partially integrated, !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!7 Student Athlete Achievement Project Resource Toolkit, July 2003, 2010 Legacies Now 8 http://www.edu.gov.on.ca/eng/studentsuccess/pathways/shsm/; accessed May 10, 2010 9 Radtke, S. and Coalter, F. (2007). Sport Schools: An International Review Stirling, UK: University of Stirling

Table 1

Country # of Sport Schools

# of sport pupils

Singapore 1 395

Belgium 10 590

Italy 10 ? Finland 22 595

Netherlands 25 2,500 Australia 36 ?

Germany 38 11,271 Sweden 61 1,323


offering some specialist classes where there is a need or the capacity allows for the classes to be viable. This system allows for positive connections with the regular students, while providing the added support and individualized classes that student athletes may benefit for. Specialist schools are completely separated from traditional high schools sometimes by need of a specific sport (i.e. skiing) or by preference (INSEP, France). These programs offer the most flexibility in educational courses and scheduling, and usually provide a wide range of support to the student athletes, but it does remove them from a “regular life” setting, which was cited as detrimental by a number of program coordinators.

Flexibility of class and exam scheduling and requirements are essential for a successful sport school. Programs in Australia, Belgium, Germany, Finland, Netherlands and Sweden allow student athletes to extend their secondary studies by one year. Other programs offer tutorials and distance learning opportunities to make up for missed class time. Finally, an additional approach is to have teachers and councillors specifically assigned to the sport school students to provide enhance support and instruction to the athletes.

As stated above, the majority of the sport schools work closely with the NSOs to ensure that proper programs are being offered, and to validate the selection process. While the NSOs have a say in who is accepted into the sport school programs only some schools reassess their athletes and require them to re-apply each year. The NSOs are also usually involved in the hiring and/or employment of the coaches. Some schools have the facilities to allow the athletes and coaches to train at the school, but usually they work out of nearby centres of excellence.

Australia has developed an extensive “Sports High School” system which began at Westfields High School in 1991. Westfields now has over 1,600 students and offers sport programs for athletics, baseball, basketball, cricket, dance, gymnastics, hockey, netball, rowing, rugby, football, softball, swimming, tennis, touch football, volleyball and water polo. In addition to the educational staff, the school employs 36 full time professional coaches, a doctor, two physiotherapists and a Director of Sport. The Australia Institute of Sport also provides a liaison officer who assists student-athletes in developing academic and study plans around their competition and training schedules.

This program structure has been emulated in all of the Sport High Schools in Australia and is described as a program that “provides students with an opportunity to attain their optimum potential in their chosen sport. The program also enables them to hone their special talent and obtain a pathway to the Australian Institute of Sport and State, National and Olympic representation.”10 The success of this structure has been substantial as over 130 current and former student-athletes from Westfields Sports High School alone have competed for Australia in the past 8 years. For more international examples, see Appendix 15.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!10 http://www.hillssportshigh.com.au/


Analysis: Current Situation Sport school programs have developed quickly in Canada over the past 10 years, without much structure. In BC, the flexibility and choice in education now allow student-athletes to complete their high school education and have the opportunity to participate in sport. However due to the less formalized structure, BC now faces a fragmented system that is not held to any standard of design, instruction, performance, or evaluation.

International models seem to have been successful in developing student-athletes both academically and athletically, but not without formalized structure. The Australian and Sport Etude models show that extensive cooperation between schools and sport organizations are necessary to ensure maximum efficiency and success of the programs.

The Ministry of Education, together with its partners, has three main goals: improved student achievement; a high quality education system and improved literacy for all British Columbians. The Education system has now changed in the way it tries to achieve those goals. The onus is now on the sport system to react to support the education system with the emerging challenges and grasp the opportunity with school districts and schools to give more student athletes the opportunity to experience high quality training environments.

Currently, sport academies are very disconnected from both the education system and the sport system. The Ministry of Education and the Ministry of Healthy Living and Sport do not have personnel assigned to the file. Sport BC doesn’t include sport school in any accountability framework, the CSC Pacific while recognizing sport school role does not provide services to them, BC School Sports does not connect to them but rather regulates against their participants. PSOs with the exception of hockey do not include sport schools in their LTAD or strategic plans. As well BC top aspiring high school high performance athletes do not derive any benefits from these programs.

Further, there is little transfer of knowledge between existing sport schools nor forums organized to facilitate sharing. The rich knowledge existing in BC’s high performance training centres is not made available to the sport academies.

Thus due to this situation it is clear there is a fantastic opportunity to advance a sport schools and long-term athlete development in BC as currently the situation is vibrant due to the explosion in the numbers of school delivering sport academies and the number of student athletes, who with their parents want to enrol in these programs of choice.


Key Success Factors Radtke and Coalter conducted a study of international sport school models and best practices.11 Within their report they determined success factors that were common throughout a number of programs. Five of these factors should serve as guiding principles to advance sport schools in BC.

1. Quality human resources (i.e. teachers, coaches, sport support services, etc.) 2. Connections – partnerships with LSO, PSO, NSOs 3. Proximity to world class facilities or centres of excellence 4. Flexibility of education requirements 5. Integration with “traditional stream” students

Radtke and Coalter’s complete list of key success factors should be considered in the design of sport school program in British Columbia.

• The need to integrate young athletes within standard secondary schools for their own educational and social benefit (although this might not always be possible for sports with specific location requirements, i.e. skiing);

• The need to cooperate with sports federations to decide on the relevant components of elite pupil status;

• The need to include pupils of all abilities and educational levels; • The need for flexibility of curriculum (achieved in a variety of ways); • Possibility of permitting pupil athletes to extend the duration of their studies; • A variety of flexible educational support systems (e.g. pupil partners, summer schools,

distance learning); • The need to provide boarding facilities. This is especially so where expertise is limited,

sports require particular facilities, or to achieve some degree of critical mass in certain sports;

• Close working relationships with sporting federations (i.e. selection of pupils; provision of elite coaching; assessment of progress). It is worth noting that Belgian research indicates that initiatives to combine education and sports careers were generally developed by academic institutions, rather than by sports federations;

• Close liaison with the elite pupils’ local team/sports club and coaches.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!11 Radtke, S. and Coalter, F. (2007). Sport Schools: An International Review Stirling, UK: University of Stirling


Sport School Options To categorize sport schools CSC Pacific has defined certain characteristics that make up five separate types of sport school offerings, seen in Table 2 below. As an example the Bill Crothers High School in Unionville, Ontario is a Type 1, stand-alone school specializing in sport. Student-athletes at the school receive their education in a separate facility with other student-athletes; there are no “traditional-stream” students in the school, just different levels of sport engagement. However while the table below gives some guidance to categorize schools it could be said that the only thing these schools have that is similar is they are not similar!

• Type 1 - Standalone public school whose student population are all athletes. • Type 2 - Sport academies within a traditional school setting linked to PSOs. • Type 3 - Sport academies within a traditional school setting not linked to PSOs. • Type 4 - Sport academies in non-school location linked to group of traditional schools. • Type 5 - Sport academies in a private school setting.

Table 2

Type 1 2 3 4 5 School Public Public Public Public Private

Program Fees Medium Medium Low Medium High

Dedicated Athlete Educational Facilities

Yes No Yes No Yes

Performance Criteria

High &

Medium Medium

Medium &

Low Medium? Low

Academic Criteria Varied High Varied Varied Varied

# of Schools Single Single Single Multiple Single

Link to NSO or PSO

Yes & No Yes No Maybe No

Coaches paid by school

No No Yes No Yes

Sport @ school or school funded facilities

Yes Yes & No Yes No Yes & No

Example Bill Crothers Secondary School12

Sport Etude Claremont Secondary

School

ROO Volleyball

Burke Mtn Academy

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!12 http://www.billcrothers.ss.yrdsb.edu.on.ca/


Recommendations: Where we want to be! As outlined sport schools and sport academies have been created throughout the province motivated primarily by the generation of revenue and the desire to provide an enriched or value added environment for student athletes in a school setting. Over the past decade education leaders such as Carl Repp, Diane Nelson, Robin Hay and Deb Whitten have evolved their programs through the ‘in school’ experience of dealing with aspiring student athletes on a daily basis. Those leaders should be activated provincially to support knowledge transfer and enhancement of sport schools. The following recommendations apply to the general sport school system in British Columbia and will allow programs to continue to grow and innovate, providing a safe and supportive learning and training environment for student-athletes around the province. Specific recommendations are:

BC Ministry of Education The role of the Ministry of Education is primarily to develop and encourage BC Performance Standards for specialty academies in sport (sport schools and sport academies) as well as identify minimum standards to ensure quality education and sport experiences for student-athletes, specifically:

! work with the Ministry of Healthy Living and Sport to determine Performance Standards or prescribed criteria for specialty academies for sport based on Appendix 16: Sport Schools Performance Measures;

! create a "Passport to Education" award for students who are involved in Sport Academies and who are currently balancing a heavy training schedule with a challenging academic load. This would be similar to the 'Passports' for students who receive high academic standing in their grade 10, 11 and 12 years;

! investigate a Sport apprenticeship program so senior students can gain experience in a chosen field while receiving credit;

! recognition in planning and funding that sport schools are required to allow talented students to balance achievement in athletics and academics;

! commission a study to review best practices from Canada and internationally regarding coordination and support between education and sport programs;

! determine recommendations surrounding sport academies in ‘middle’ and ‘elementary’ schools, to ensure development of physical literacy and protect student against early specialization;

! provide links from the Ministry website to the CSC Pacific website, Student Athlete Achievement Project section;

! research new education models, sport schools and sport academies as a means to engage 21st century learners and create world leading models for further consideration.

BC Ministry of Healthy Living and Sport The role of the Ministry of Sport with sport schools and sport academies is twofold: work with the Ministry of Education to raise standards and integrate measures into sport funding and accountability frameworks, specifically:

! work with the new BC sport agency to recognize in planning and funding that sport schools can be an asset in many sports’ long-term athlete development pathway;


o work with a limited number of sports, who have many student athletes engaged in sport schools, to pilot school programs around BC which address the balancing of athletics and academics;

! fund initiatives to advance sport schools and sport academies; ! work with the Ministry of Education to determine Performance Standards or prescribed

criteria for specialty academies for sport based on Appendix 16: Sport Schools Performance Measures.

! determine recommendations surrounding sport academies in ‘middle’ and ‘elementary’ schools, to ensure development of physical literacy and protect student against early specialization;

! provide links from the Ministry website to the CSC Pacific website, Student Athlete Achievement Project section;

! research new education models, sport schools and sport academies as a means to engage 21st century learners and create world leading models for further consideration.

The New BC Sport Agency The role of new BC sport agency with sport schools and sport academies is to support the schools and school districts in an effort to deliver a high quality training and education environment for student athletes, specifically:

! recognition in planning and funding that sport schools can be an asset in many sports’ long-term athlete development pathway;

o work with a limited number of sports, who have many student athletes engaged in sport schools, to pilot school programs around BC which address the balancing of athletics and academics;

! fund initiatives to advance sport schools and sport academies; ! encourage BC sport organizations to support schools and school district deliver high

quality training and education environments; ! build into the funding and accountability framework questions, which include developing

relationships and supporting sport schools.

CSC Pacific The role of CSC Pacific is to identify where sport schools contribute to the LTAD pathway and provide leadership in enhancing the training and education environment for student athletes throughout BC, specifically:

! recognition by the CSC Pacific Board that sport schools are foundational in the IPS and the strategic planning guiding the work of the Centers;

! ensure sport schools are integrated into the new IPS system ! work with major funders to increase the awareness that ‘sport schools’ are foundational

in excellence development; ! facilitate connection between sport schools, regional sport centers and the new CSC

Pacific sport academies and athletic foundational academies; o work with a limited number of sports, who have many student athletes engaged

in sport schools, to pilot school programs around BC which address the balancing of athletics and academics;


! develop of ‘suite of services’ (cost recovery – cost plus) for sport schools which improve the quality of sport training in sport academies;

! develop expertise within Athlete Coach Services staff to educate athletes and their parents on the various options available for BC Secondary School graduation,

o include annual training of staff using Carl Repp and other education leaders as a resource;

! work with Ministry of Education, and other stakeholders to facilitate professional development opportunities for sport school coaches, coordinators and administrators;

! facilitate enhancing performance standards in sport schools by providing resources and services including,

o how to start a sport school - sport academy, o offer seminars, workshops and expertise to encourage knowledge transfer on the

sport schools; ! work with the Ministry of Healthy Living and Sport and the Ministry of Education to

determine performance standards; ! partner with the Ministry of Education and the Ministry of Healthy Living and Sport to

create a provincial plan for the future of sport schools in BC. Including, o NSO licensing, o recommended number of sport schools, number of specialty sport academies, o performance standards, o linkages to partners;

! support NSOs who would like to pilot sport academies in BC; ! facilitate the development of sport schools and sport specialty academies at ROO, WAC

and PISE; ! develop BAA sport-oriented courses for use province wide and when appropriate partner

with school districts and other service providers to deliver those courses; ! develop appropriate minimum standards need to be designated a “Canadian Sport

School” (see below); ! conduct a survey of past Olympic and Paralympic team athletes regarding their LTAD

specifically their experience with sport school/academy/sport-etude programs. ! integrate the ‘Canadian Sport School’ concept into the Canadian Sport Institute model

initiating the possibility of network of sport schools across Canada.

Schools and School Districts The role of the schools and school districts is, in addition to the primary role of education of students, is to provide opportunities for students to engage in sport for their long-term athletic development, specifically:

• voluntarily use the Appendix 16: Sport Schools Performance Measures to assess the quality of sport academy programs and look for areas of improvement;

• forge partnerships with BC’s sport institutions to enhance the quality of the sport academies;

• share experienced colleagues and stakeholders to develop and transfer knowledge;


• formally acknowledge sport school coordinators and ensure they are provided with appropriate support and adequate resources to successfully operate the program;

• share current and future BAA courses related to sport for open use throughout BC.

BC School Sports The role of BC School Sports is to identify where sport schools contribute to school sport and provide leadership in integrating the growing number of student athletes participating in sport academies into school sports:

! recognition that a significant number of student-athletes have chosen an educational pathway through ‘sport specific academies’ and thus evolve policies and procedures to consider these student-athletes based on CS4L values and principles;

! partner with CSC Pacific to take a leadership role in enhancing performance standards in sport schools;

! institute policies and regulations which are student athlete centered and encourage LTAD and holistic development of young people;

! when appropriate identify sport school student athletes which would have greater benefit from provincial sport organization competition structures thus leaving opportunities for others to participate in school sport;

! find solutions to include student athletes who participate in academies into the competitive school sport competitive structure such as an additional tier (i.e. quad A, or 5A for volleyball).

National Sport Organziations The role of NSOs is to develop sport specific academy models with LTAD based sport technical curriculum, specifically;

! recognition by respective Boards that sport schools are foundational in athlete development as they can create the optimal training, competition and recovery environment for the Train to Train athletes;

! create a resource for sport schools from a common generic template. Best practice example – Hockey Canada Skills Academy, which can be used in any province or territory;

! include sport schools in the long-term athlete development pathway; ! pilot sport school initiatives in BC; ! develop national curriculum and licensing of sport schools and sport academies similar

to the Hockey Canada Skills Academies, including but not limited to: policies, procedures, licensing agreements, program courseware, application of LTAD, skills testing (exams), quality assessment, pilot projects guidelines, long term growth strategies, resource support, staff training, resource guides, video resources and instructor education.


Provincial Sport Organizations The role of PSOs is to include sport schools in the sport-specific pathway along with creating partnerships with schools and school districts to support the high quality training environment for student athletes regardless of their LTAD stage;

! recognition by the PSO Boards that sport schools are a valued partner in creating the optimal training, competition and recovery environment for the Train to Train athlete;

! include sport schools in athlete development plans; ! act as partners and or agents of NSOs in the development and delivery of sport schools

in BC; ! for sports that have many student athletes engaged in sport schools, pilot school

programs which address the balancing of athletics and academics for their athletes who are aspiring to national teams.

Coaches Association of BC The role of CABC is to provide education to sport coaches regarding the education system;

! educate sport coaches regarding high school athletes obtaining the required credits for graduation including credit available through participation in sport schools.

CSC Pacific with PISE, ROO and W2010SLS The following recommendations apply to CSC Pacific along with PISE, ROO and W2010SLS and will contribute to possible multi-sport programs at these three major sport facilities discussed in the following section.

Collectively create a common brand for the featured venues, specifically: ! engage, take ownership and lead the creation and implementation of sport schools at

these venues; ! through the Board of Directors of the three organizations agree to a common brand to

distinguish sport academies delivered by these organizations i.e. Canadian Sport School;

! market the Canadian Sport School to NSOs and PSOs to pilot and lead development of national and provincial sport academies across a variety of sports;

! partner with NSOs and PSOs to ensure high standards are delivered by the Canadian Sport School;

! market the Canadian Sport School locally, nationally and internationally to increase enrolment in local school districts as well as enhance the training group in the programs

! aim to become the national sport school leaders;


Canadian Sport School Model Sport Schools have come a long way since the first programs were implemented in 2002. While BC has seen rapid growth and expansion of these programs in the past 8 years, there has been little to no standardization or quality control of these programs and as was shown in the BC Sport School survey and the CSC Pacific Registered High School Athletes survey, currently the programs are not servicing high performance sport or athletes. To assist the further growth and improvement of sport schools in BC it is recommended that CSC Pacific develop standardized sport school framework.

The Canadian Sport School model would be piloted at the PISE, WAC and ROO and would link the three programs with a common brand and stamp of approval. The model could then be expanded to become a licensing program, whereby sport schools around the province would apply to be designated a “Canadian Sport School,” meeting standards of quality such as: coaching certification, facility and equipment availability, credit offerings, etc. This would continue to build the brand power of high quality sport school programs around the province, provide the Ministry of Education, school districts, high schools and parents and student-athletes the peace of mind that any program designated a “Canadian Sport School” provides a safe, high quality sport and athletic environment for the student athletes.

With appropriate funding this model could be piloted in the 2010 – 11 school year at PISE and ROO, with WAC to begin September 2011. The model could then be expanded throughout the province. The following is a recommended allocation of funds to ensure the appropriate servicing of the three venues, and the opportunity for development of existing programs and services throughout the province for program coordinators and student-athletes. The funding would allow CSC Pacific to:

• Assign staff time (1/3 FTE) to coordinate sport school work • Develop a suite of services to be offered to Canadian Sport Schools • Train CSC Pacific Athlete Coach Services coordinators to counsel athletes on receiving

appropriate credits towards their Dogwood diploma and starting college • Build a 'quality' Canadian Sport School brand so parents recognize and appreciate when

CSC Pacific is a partner in a sport school program • Support NSOs who would like to pilot sports schools in BC • Continue to advance on recommendations from this report


Pacific Institute for Sport Excellence Vision: The Pacific Institute for Sport Excellence (PISE) will be recognized as a world leader in high performance sport development, innovative community programs, sport and exercise education and applied research and innovation. The Pacific Institute for Sport Excellence is a unique and holistic sport development model that will fuel Canada’s sport performance, build a healthier nation and develop role models to inspire physical literacy. An international forerunner bringing sport education and athlete development under one ‘roof’, it will incorporate sport science, sport technology and innovation, and sport and wellness research. Mission: The Pacific Institute for Sport Excellence, with its partners, creates a dynamic environment that advances the development and success of Canadian sport. PISE and its partners are led by a world class team delivering innovative education and applied research, expert driven services and programs, sport science and medicine, and leading edge facilities for athletes, coaches, students and the wider community. A partnership initiative of Camosun College, Canadian Sport Centre Pacific and PacificSport Victoria the Institute is a visionary nexus of educational programming in sport leadership, coaching science, athlete and coach development and wellness; sport medicine and sport science expertise; and sport facilities within a single centre helping Canada take its rightful place in sport. Community Access: Victoria has a high-level of participation in sport, recreation, and health and wellness activities. A significant portion of older residents recognize the role of remaining active and, at the other end of the spectrum, youth are active in sport and recreation. The Institute’s facilities will be accessible for community use, including services such as sport medicine. Camosun College: Despite its size, with 22,000 full and part-time learners, the College has very limited sport, recreation, health and wellness facilities for staff and students. The Institute will provide a major resource for the College and serve as a centre for sport education. PacificSport Victoria: 20% of Canadian Olympic and Paralympics athletes reside in Victoria. PacificSport Victoria is a major training centre for performance athletes, PISE offers centralized facilities for training and coaching these athletes, sport medicine or sport science. A National and Provincial Centre: The Institute will build on the increasing recognition of the positive relationship between sport and health and wellness. The collective expertise, programming and facilities will create new knowledge, programs and practices in sport and health that will have a major educational value across the country.13

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!13 Abbreviated from http://www.piseworld.com/index.php/about-pise#pisehistory accessed April 17, 2010


This vision and mission lay a foundation which invites the venue to establish a comprehensive sport school programs. With extensive day time facility inventory and a mission which includes high performance sport, sport schools are a logical program for PISE. The Canadian Sport School – PISE would have three options;

1. PISE based sport academies - sport specific academies composed of training at PISE with student athletes taking BAA, IDS courses and gaining external course credits. Specific sport academies would be created in a number of sports such as: golf, gymnastics, basketball, volleyball and others. Athletes would also do general training, testing and sport education at PISE, sometimes with Camosun College. Articulated courses in Grade 12 could lead to first year college credit similar to the current Biology 150 Course offered through a School District / Camosun College partnership. These sport academies would be established in partnership with the school districts and targeted sports where there are no existing academies. However if the existing sport academies are missing a certain segment of athletes that niche could be filled by the PISE based academy.

2. PISE and CSC Pacific ‘Suite of Services’ for the growing number of sport academies in Greater Victoria. PISE and CSC Pacific would provide services such as: strength, conditioning, mental training, nutrition, testing and monitoring at the school of the sport academy. The world-class staff at PISE and CSC Pacific would serve to improve the quality of integrated sport teams working with the Victoria sport schools. While the first step is to provide the suite of services, the second step would be to package the services into BAA courses for the various sport academies.

3. PISE based accredited sport suite of services;

a. For existing athletes registered with CSC Pacific allowing athletes to train in ‘Athlete Foundation Academies’ (for more information on Athlete Foundation Academies see Appendix 17) plus gain credits towards high school graduation – students from around greater Victoria would create a cohort to do training and sport education at the same time. Options could also include taking Camosun articulated sport management courses (Note: there are 33 CSC Pacific registered athletes plus 20 high performance swimmers as well as many others in the same situation, these top athletes would be the initial target group).

b. A number of individual sport student athletes would go to PISE and would complete training and receive credits in BAA courses, such as: athletic foundations skill development, physiology, strength, conditioning, nutrition, testing and monitoring health from a partnership between CSC Pacific and the host school. This could also apply to taking a Camosun articulated sport management courses. This would be targeted at the 1000 + student athletes attending Greater Victoria based school academies as well as other provincial or island representative athletes.


In all options students would complete their required courses credits through their home school or district DL program. Schools would be encouraged to support transportation of students, similar to existing programs such as: Diamonds of Excellence at Lambrick Park, Belmont Soccer Academy, and Spectrum Hockey Academy. Applying the Radtke and Coalter (2007) Key Factors in the PISE setting;

1. Connections – partnerships Key stakeholders for PISE to partner with are: NSOs, PSOs, and local clubs in the sports that are offered, Camosun College, the three South Island school districts (four if we include SD64 – Gulf Islands) as well as all secondary schools, principals, athletic directors and coaches within manageable transportation distances. These partnerships would extend to consistent branding at ROO and Whistler with the long term goals of an internationally recognized mark of sport school excellence. Partnerships with the schools and districts could lead to consistent ‘block’ delivery of required courses increasing the possibility of students easily accessing Canadian Sport School – PISE programs.

2. Quality human resources (i.e. teachers, coaches, sport support services, etc.) Work with the national and provincial training centers to access top quality coaches as well as the world class support services of the CSC Pacific, Camosun College and University of Victoria. Schools would need to make available motivated teachers and counsellors/advisors to contribute to the program.

3. Proximity to world class facilities or centres of excellence PISE is a world class facility located on a vibrant college campus with access sport science labs that could be used to ensure quality integrated support programs are available to the coaches and student athletes.

4. Flexibility of education requirements A very strong set of relationships is required with the three local districts as well as the individual schools of the student athletes. This is from two perspectives: supporting each student’s academic and athletic aspirations as well as the mutual revenue generations benefits including exchange of funds which will ensure economic sustainability.

5. Integration with “traditional education” students In all four PISE sport school options students would be attending classes in the ‘home’ school to gain the required credits with the ‘regular’ student population.

36!

Canadian Sport School - Pacific Institute for Sport Excellence Proposed Structure

Figure 6

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Richmond Olympic Oval Richmond Olympic Oval (ROO) seeks to be a catalyst to transform Richmond to international stature, and create new social and economic capital that significantly enriches Richmond’s quality of life. This will be done by blending the spirit of Olympism with inspired leadership, and seamlessly combining a world class site, a sport and wellness agenda and innovative community planning to create the premiere legacy of the 2010 Olympic and Paralympic Winter Games.14

Components of the ROO mission include: development of a significant high performance sport legacy. A number of ROO’s critical success factors can be achieved in part through a vibrant sport school. Examples of ROO’s critical success factors are:

ROO’s high performance sport legacy has…

• Created a comprehensive high performance sport program that systematically supports all levels of athletes in order to put athletes on the podium.

• Utilized meaningful input from athletes, coaches, and appropriate sport bodies into the building program and design.

• Secured appropriate legacy and other funding to sustain an excellent sport program at the Oval.

• Developed new partnerships, and intergovernmental/interagency relationships that help to sustain the Olympic legacy, and maximize the benefits to our community.

ROO has supported Richmond to be an ‘International City’ which has…

• Created a regionally, nationally and internationally recognized city of excellence.

ROO’s contribution to the quality of life through sport and wellness has…

• Created an inspiring high performance sport training centre that embraces the “playground to podium” continuum, successfully blends wellness activities, and is based on the spirit of Olympism for all.

• Created a local, regional, national and international destination for athletes.

ROO’s contribution to the economic sustainability has…

• Stimulated private sector growth and investment leading to an increase in the city’s tax base.

• Created an excellent and viable “Oval business” that maximizes legacy funding and other non-tax based revenues.

• Developed and implemented a core business plan around sport and wellness, with supporting programs, uses and events that help support the core business

These critical success factors lay a foundation which invites the venue to establish comprehensive sport school programs. With extensive day time facility inventory and a mission which includes high performance sport sport schools are a good fit for ROO.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!14 Abbreviated from http://richmondoval.ca/vision_values.htm accessed April 16, 2010


The Canadian Sport School – ROO would have two options:

1. ROO based sport academies - sport specific academies composed of afternoon training at ROO with student athletes taking BAA, IDS course and gaining external course credits. Specialty sport academies would be created in a number of sports such as: golf, gymnastics, basketball, volleyball and others. A second type of academy could be the CSC Pacific ‘foundational academies’. These ‘foundational academies’ would be offered to Richmond School District middle schools initially. Athletes could also do general training, testing and sport education at ROO. This is the Volleyball Centre of Excellence model currently in planning. Sport school student athletes would go to ROO to attend prescribed BAA courses, which would address their training needs. With partnership agreements put in place courses could include: athletic foundations skill development, physiology, strength, conditioning, nutrition, and testing and monitoring. In all options students would complete their required courses credits in their home school or district DL school.

2. The second ROO option would be partnering with CSC Pacific to service individual athletes such as existing CSC Pacific registered athletes, among others. ROO would offer programs which talented individual athletes could access such as: foundational academies, strength, conditioning, mental training, nutrition, and testing and monitoring. Agreements would be put in place with partner school districts to ensure programs are also meeting the curriculum requirement for BAA courses allowing student athletes to receive credits toward graduation. This servicing with accredited courses would extend to sport academies located in schools in the surrounding districts.

Applying the Radtke and Coalter (2007) Key Factors in the ROO setting:

1. Connections – partnerships Key stakeholders for ROO to partner with are NSOs, PSOs, and clubs in the sports that are offered, local universities, colleges, the Richmond school district and adjacent school districts as well as all high schools, principals, athletic directors and coaches within manageable transportation distances. These partnerships would extend to consistent branding at PISE and Whistler with the long term goals of an internationally recognized mark of sport school excellence.

2. Quality human resources (i.e. teachers, coaches, sport support services, etc.) A key ROO strategy would be to engage the very top coaches available in the greater Vancouver area. These should include coaches with international pedigrees and those currently employed by NSOs, PSOs or local universities. Schools would need to make available motivated to teachers and advisors to contribute to the program. The partnership with CSC Pacific would ensure world class performance services to support the coaches and the program. These human resources would be foundational to the quality of a world class program.


3. Proximity to world class facilities or centres of excellence ROO is a world class facility, however additional partnership(s) would be needed to access sport science labs to ensure quality integrated support programs are available to the coaches and student athletes.

4. Flexibility of education requirements A very strong set of relationships is required with the local district as well as the individual schools of the student athletes. This is from two perspectives: supporting each student’s academic and athletic aspirations as well as the mutual revenue generations benefits including exchange of funds which will ensure economic sustainability.

5. Integration with “traditional education” students Underlining the ROO sport school model is the student athletes gaining a minimum of 50% of their high school graduation credits in the classrooms of their original school or DL school. Not only are these student athlete attending classes with ‘traditional education’ students they would also compete for their schools in BC high school sports (given regulations allow).

40!

Canadian Sport School Richmond Olympic Oval Proposed Structure

Figure 7

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Whistler 2010 Sport Legacies Society - Whistler Athletes’ Centre

Whistler 2010 Sport Legacies is a not-for-profit business that will own and operate three 2010 Winter Games facilities post-Games: the Whistler Sliding Centre, Whistler Olympic and Paralympic Park and the Whistler Athletes’ Centre.

The Whistler 2010 Sport Legacies ‘mission’ is to own and operate its Olympic legacy venues in a manner that is economically, environmentally and socially sustainable and that ultimately benefits sport development. Its ‘vision’ is to create a sustainable Olympic playground that inspires sport excellence and drives community, economic and social benefits.

The organization’s goals include

• Preserve the legacy of the Vancouver 2010 Olympic and Paralympic Winter Games • Continue to host national and international sport competitions • Encourage high-performance sport development • Inspire youth and First Nations involvement • Foster healthy lifestyles through the provision of community recreation opportunities • Promote tourism in Whistler and BC • Operate revenue centers on a sustainable and fiscally responsible basis • Create a sport and recreational leader in the world market place

The Whistler Athletes’ Centre will provide a central hub for sport in the Whistler and Callahan Valley. With flexible education options already being provided at Whistler Secondary School along with established local sport organizations the environment is set for a successful sport school program. The Canadian Sport School – WAC would have one option:

WAC based sport academies - sport specific academies composed of training at the three main sport venues: Whistler Blackcomb Mountain, Sliding Center and Nordic Centre with student athletes taking BAA, IDS course and gaining external course credits. Specialty sport academies would be created in a number of sports such as: alpine skiing, snowboard, freestyle, luge and others. Athletes would also do general training, testing and sport education at WAC.

The goal is to have 75 students (15 for each grade 8 – 12) in order to provide the necessary number of students to run separate sport school educational classes if necessary. The specialty academy will be a partnership between the Whistler Athletes’ Centre, CSC Pacific, appropriate LSOs and PSOs and Whistler Secondary School (SD48 - Sea to Sky). Room and board would be available at the WAC, with LSO/PSOs delivering the sport program. The WAC would also provide any necessary training facilities and a space for a study hall; while CSC Pacific would deliver a suite of performance services designed to enhance the training of the student-athletes. Whistler Secondary would continue to work with the student-athletes to provide an appropriate educational plan that fits with their sport and educational goals.


Applying the Radtke and Coalter (2007) Key Factors in the Whistler setting:

1. Connections – partnerships

Key stakeholders for WAC to partner with are NSOs, PSOs, and local clubs in the sports that are offered, SD46 (Sea to Sky) as well as Whistler and Squamish high schools, principals, athletic directors and coaches. These partnerships would extend to consistent branding at ROO and PISE with the long term goals of an internationally recognized mark of sport school excellence.

2. Quality human resources (i.e. teachers, coaches, sport support services, etc.)

Working with the national and provincial training centers, the sport school will access top quality coaches as well as the world class support services of CSC Pacific. Whistler Secondary School would need to make available motivated to teachers and advisors to contribute to the program.

3. Proximity to world class facilities or centres of excellence

WAC is a world class facility with access to a sport science lab, located adjacent to three internationally acclaimed Olympic venues that will be used to ensure quality integrated support programs are available to the coaches and student athletes.

4. Flexibility of education requirements

Whistler Secondary School would continue to offer flexibility to facilitate student athletes’ balance between athletic pursuits and academic excellence.

5. Integration with “traditional education” students

The WAC sport school student athletes would be attending classes in the Whistler Secondary School to gain the required credits with the ‘regular’ student population.


Canadian Sport School - Whistler Athletes’ Centre Proposed Structure

Figure 8

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!


PacificSport Regional Centres

As previously stated the new IPS model calls for the identification and creation of a province-wide sport school network that would allow high school aged athletes to develop through the performance pathway and provide them with the opportunities and flexibility to achieve their potential in school and sport. The PacificSport Regional Centres around BC are potential locations for some of these programs, through which PacificSport personnel could lead Athletic Foundational Academies. Presently, PacificSport Okanagan is completing a report of potential sport school offerings in and around Kelowna. Led by Doug Nicholas and Devin Rubadeau, the report shows a number of different potential models, matching the Sport School options described in Table 2. This project should be watched closely, and PacificSport Okanagan should be commended for taking the lead on sport school programs at the regional level.

Applying the Radtke and Coalter (2007) Key Factors in the PacificSport Regional Centre setting;

1. Connections – partnerships

Key stakeholders to partner with would be local sport organizations, and identified clubs / sports, as well as local school district(s), high schools, principals, athletic directors and coaches.

2. Quality human resources (i.e. teachers, coaches, sport support services, etc.)

PacificSport Centre personnel, along with Regional Coaches can provide top quality sport training and instruction. Potential sport school programs would need to recruit motivated teachers and advisors to contribute to the program

3. Proximity to world class facilities or centres of excellence

Each PacificSport Centre is located at or near a major sport facility which provide a wide variety of sport specific and general training venues and some sport science equipment.

4. Flexibility of education requirements

High Schools in BC have the opportunity offer flexibility to facilitate student athletes’ balance between athletic pursuits and academic excellence.

5. Integration with “traditional education” students

Student-athletes in these potential sport schools or AFA programs would most likely be attending at their home school to gain the required credits with the ‘regular’ student population.

!


Appendix 1: References

Balyi, I., Way, R., Norris, S., Cardinal, C. & Higgs, C. (2005). Canadian sport for life: Long-term athlete development resource paper. Vancouver, BC: Canadian Sport Centres. Canadian Sport Centre Pacific, British Columbia Integrated Performance System 2006 – 2008: Performance Priorities for BC Implementation Plan. Vancouver, BC: Canadian Sport Centre Pacific

Canadian Sport Centre Pacific, (2010).Performance Pathway Overview. Vancouver, BC: Canadian Sport Centre Pacific

Institute of Sport and Leisure Policy, Loughborough University (2004). Education of Young Sportspersons (Lot 1) Final Report. Loughborough, UK: Loughborough University

Pattenden, W., Sleivert, G., Hills, S., (2010). 2010 Legacy Initiative. Vancouver, BC: Canadian Sport Centre Pacific

Radtke, S. and Coalter, F. (2007).Sport Schools: An International Review Stirling, UK: University of Stirling

Sleivert, G. (2009). 20-12 for 2012: A Legacy Plan for CSC Pacific. Victoria, BC: Canadian Sport Centre Pacific

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Appendix 2: Inventory of Sport Schools and Academies in BC

School Sport City District Website 1 Alberni District Secondary Hockey* Port Alberni 70 http://adss.sd70.bc.ca/adss

2 Aldergrove Community Secondary School Hockey* Aldergrove 35 http://www2.sd35.bc.ca/acss/

3 Belmont Secondary School Hockey* Victoria 63 http://www.belmont.sd62.bc.ca/HockeyAcademy/contact.html 3 Belmont Secondary School Dance Victoria 63 http://belmont.sd62.bc.ca/ 3 Belmont Secondary School Soccer Victoria 63 http://belmont.sd62.bc.ca/ 4 Bert Bowes Jr Secondary Volleyball Fort St. John 60 http://www.bowes.prn.bc.ca/ 5 Big White Community School Ski Kelowna 51 http://www.sd51.bc.ca/schools/pages/bigwhite.htm 5 Big White Community School Snowboard Kelowna 51 http://www.sd51.bc.ca/schools/pages/bigwhite.htm 6 Britannia Secondary School Hockey* Vancouver 39 http://britannia.vsb.bc.ca 7 Burnaby Central Secondary Soccer Burnaby 41 http://central.sd41.bc.ca/ 8 Burnaby North Secondary Hockey* Burnaby 41 http://north.sd41.bc.ca/ 8 Burnaby North Secondary Volleyball Burnaby 41 http://north.sd41.bc.ca/ 9 Burnsview Secondary Equestrian (2010) Delta 37 http://www.deltasd.bc.ca/bu/ 9 Burnsview Secondary Hockey* Delta 37 http://www.deltasd.bc.ca/bu/

10 Centenniel Secondary School Hockey Coquitlam 43 http://www.sd43.bc.ca/secondary/centennial/Pages/default.aspx 11 Chilliwack Middle School Hockey* Chilliwack 33 http://www.chilliwackmiddle.ca 12 Claremont Secondary School Aquatics Victoria 63 http://www.claremont.sd63.bc.ca/ 12 Claremont Secondary School Golf Victoria 63 http://www.claremont.sd63.bc.ca/ 12 Claremont Secondary School Lacrosse Victoria 63 http://www.claremont.sd63.bc.ca/ 12 Claremont Secondary School Rowing Victoria 63 http://www.claremont.sd63.bc.ca/ 12 Claremont Secondary School Open School Victoria 63 http://www.claremont.sd63.bc.ca/ 13 Columneetza Secondary Hockey* Williams Lake 27 http://columneetza.sd27.bc.ca/ 14 Correlieu Secondary School Soccer Quesnel 28 http://www.css.sd28.bc.ca 15 David Thompson Secondary Hockey* Invermere 6 http://www.sd6.bc.ca/dtss 16 Delview Secondary Soccer Delta 37 http://www.deltasd.bc.ca/dl/ 17 Dr. Kearney Jr Secondary Hockey Fort St. John 60 http://www.kearney.prn.bc.ca/ 18 Dr. Knox Middle School Hockey* Kelowna 23 http://www.cohockeyskills.ca/ 19 Dunsmuir Middle School Soccer Sooke 62 http://dunsmuir.sd62.bc.ca/ 20 Earl Marriott Secondary Hockey* Surrey 36 http://www.sd36.bc.ca/earlma/hockeyskills/ 21 Edward Milne Community School Soccer Sooke 62 http://emcs.sd62.bc.ca/ 21 Edward Milne Community School Hockey* Sooke 62 http://emcs.sd62.bc.ca/ 22 Elgin Park Hockey* Surrey 36 http://www.sd36.bc.ca/earlma/hockeyskills/

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23 Esquimalt Secondary Curling Esquimalt 61 http://www.esquimalt.sd61.bc.ca/ 24 George Elliot Secondary Hockey Winfield 23 http://www3.ges.sd23.bc.ca/ 25 Golden Secondary Figure Skating Golden 6 http://www.sd6.bc.ca/gss/ 25 Golden Secondary Hockey Golden 6 http://www.sd6.bc.ca/gss/ 26 Grand Forks Secondary Hockey* Grand Forks 51 http://www.sd51.bc.ca/gfss/ 27 Hatzic Secondary Hockey Mission 75 http://www.hss.mpsd.ca/ 27 Hatzic Secondary Equestrian Mission 75 http://www.hss.mpsd.ca/ 28 Heather Park Middle School Hockey* Prince George 57 http://www.hpar.sd57.bc.ca/ 29 Highland Secondary School Hockey* Comox 71 http://web.sd71.bc.ca/highland/ 29 Highland Secondary School Sailing Comox 71 http://web.sd71.bc.ca/highland/ 29 Highland Secondary School Windsurfing Comox 71 http://web.sd71.bc.ca/highland/ 30 JL Crowe Secondary Hockey* Trail 20 http://www.jlcrowe.org/ 31 Kalamalka Secondary Soccer Vernon 22 http://kalamalka.sd22.bc.ca/ 32 Lambrick Park Secondary Baseball Victoria 61 http://diamondforexcellence.ca/ 32 Lambrick Park Secondary Softball Victoria 61 http://diamondforexcellence.ca/ 33 Langley Secondary Hockey* Langley 35 http://langleysecondary.com/ 34 Lillooet Secondary School Hockey* Lillooet 74 http://www.lss.sd74.bc.ca/lss/ 35 Lord Tweedsmuir Secondary Hockey* Surrey 36 http://www.sd36.bc.ca/sites/tweeds/ 36 Mount Boucherie Senior Secondary Golf Kelowna 23 http://www.mbs.sd23.bc.ca/ 36 Mount Boucherie Senior Secondary Hockey* Kelowna 23 http://www.mbs.sd23.bc.ca/ 37 North Delta Secondary Soccer Delta 37 http://photos2.whitecapsfc.com/wfcdelta.pdf

38 North Vancouver School District Any sport North Vancouver 44 http://www.nvsd44.bc.ca

39 Okanagan Mission Secondary Hockey* Kelowna 23 http://www.okm.sd23.bc.ca/ 39 Okanagan Mission Secondary Hockey* Kelowna 23 http://www.okm.sd23.bc.ca/ 39 Okanagan Mission Secondary Soccer Kelowna 23 http://www.okm.sd23.bc.ca/ 39 Okanagan Mission Secondary Swimming Kelowna 23 http://www.okm.sd23.bc.ca/ 40 Penticton Secondary Freestyle Ski Penticton 67 http://www.sd67.bc.ca/schools/penhigh/ 41 Osoyoos Elementary School Hockey* Osoyoos 53 http://www.sd53.bc.ca/OSE/ 42 Palmer Secondary Soccer Richmond 38 http://public.sd38.bc.ca/~bwiens/soccer 43 Parkland Secondary Hockey* Sidney 63 http://www.parkland.sd63.bc.ca/HockeyAcademy/index.html 44 Penticton Secondary Hockey Penticton 67 http://sd67.bc.ca/schools/penhigh/ 45 Pitt Meadows Secondary Hockey Pitt Meadows 42 http://schools.sd42.ca/pmss/ 46 Queen Margaret's School Equestrian Duncan http://www.qms.bc.ca/pages/equestrian/program-options/ 47 Quesnel Secondary Hockey* Quesnel 28 http://www.qss.sd28.bc.ca/ 48 Reynolds Secondary Soccer Victoria 61 http://www.clubvpa.com/pub/index.asp 49 Riverside Secondary Hockey Coquitlam 43 http://www.riverside.sd43.bc.ca

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50 Rockheights Middle School Hockey* Victoria 61 http://www.rockheights.sd61.bc.ca/

51 Rockridge Secondary Super Achievers West Vancouver 45 http://www2.sd45.bc.ca/schools/rockridge/Pages/default.aspx

51 Rockridge Secondary Golf West Vancouver 45 http://www2.sd45.bc.ca/schools/rockridge/Pages/default.aspx

51 Rockridge Secondary Tennis West Vancouver 45 http://www2.sd45.bc.ca/schools/rockridge/Pages/default.aspx

52 Rocky Mountain Sport School Equestrian Kimberly 6 www.getsmartbc.com 52 Rocky Mountain Sport School Hockey Kimberly 6 www.getsmartbc.com 52 Rocky Mountain Sport School Tennis Kimberly 6 www.getsmartbc.com 52 Rocky Mountain Sport School Ski Kimberly 6 www.getsmartbc.com 53 Rossland Secondary Freestyle Rossland 20 http://www.rss.sd20.bc.ca/ 53 Rossland Secondary Ski Rossland 20 http://www.rss.sd20.bc.ca/ 53 Rossland Secondary Snowboard Rossland 20 http://www.rss.sd20.bc.ca/ 54 Rutland Senior Secondary Hockey* Kelowna 23 http://www.rss.sd23.bc.ca/ 55 Rutland Middle School Hockey* Kelowna 23 http://www.rss.sd23.bc.ca/ 56 Sands Secondary Baseball Delta 37 http://www.deltasd.bc.ca/sa/ 57 Seaquam Secondary Softball Delta 37 http://www.deltasd.bc.ca/se/ 57 Seaquam Secondary Golf Delta 37 http://www.deltasd.bc.ca/se/

58 Selkirk Secondary School (with Rocky Mtn. SS) Kimberly 6 http://www.sd6.bc.ca/sss/

59 Semiahmoo Secondary Hockey* Surrey 36 http://www.sd36.bc.ca/earlma/hockeyskills/

60 Sentinel Secondary Hockey West Vancouver 45 http://www2.sd45.bc.ca/schools/sentinel/Pages/default.aspx

60 Sentinel Secondary Soccer West Vancouver 45 http://www2.sd45.bc.ca/schools/sentinel/Pages/default.aspx

60 Sentinel Secondary Tennis West Vancouver 45 http://www2.sd45.bc.ca/schools/sentinel/Pages/default.aspx

60 Sentinel Secondary Baseball West Vancouver 45 http://www2.sd45.bc.ca/schools/sentinel/Pages/default.aspx

60 Sentinel Secondary Field Hockey West Vancouver 45 http://www2.sd45.bc.ca/schools/sentinel/Pages/default.aspx

60 Sentinel Secondary Super Achievers West Vancouver 45 http://www2.sd45.bc.ca/schools/sentinel/Pages/default.aspx

61 SFU Academy Softball Burnaby 41 http://students.sfu.ca/recreation/youth_program/sportacademy/ 61 SFU Academy Soccer Burnaby 41 http://students.sfu.ca/recreation/youth_program/sportacademy/ 62 South Delta Secondary Hockey Delta 37 http://www.deltasd.bc.ca/sd/ 62 South Delta Secondary Soccer Delta 37 http://www.deltasd.bc.ca/sd/ 63 Spectrum Secondary Lacrosse (2011) Victoria 63 http://www.spectrumhockey.com 63 Spectrum Secondary Hockey Victoria 63 http://www.spectrumhockey.com

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64 Spencer Middle School Hockey* Sooke 62 http://www.spencerhockeyacademy.com/ 65 Springvalley Middle School Hockey* Kelowna 23 http://www.cohockeyskills.ca/ 66 Summerland Secondary Hockey* Summerland 67 http://sd67.bc.ca/schools/sss/ 67 Vernon Secondary Any sport Vernon 22 http://vss.sd22.bc.ca/ 67 Vernon Secondary Freestyle Ski Vernon 22 http://vss.sd22.bc.ca/ 67 Vernon Secondary Hockey* Vernon 22 http://vss.sd22.bc.ca/ 67 Vernon Secondary Soccer Vernon 22 http://vss.sd22.bc.ca/ 68 WA Fraser Middle School Hockey Abbotsford 34 http://www.fmshockey.com/academy/home.aspx 69 Whistler Secondary School Mountain Biking Whistler 48 http://www.whistlersecondary.bc.ca/ 69 Whistler Secondary School Ski Whistler 48 http://www.whistlersecondary.bc.ca/

70 Windsor Secondary Hockey* North Vancouver 44 http://www.nvsd44.bc.ca/schoolsites/windsor.aspx

71 Woodlands Secondary Hockey* Nanaimo 68 http://schools.sd68.bc.ca/wdls/ 71 Woodlands Secondary Soccer Nanaimo 68 http://schools.sd68.bc.ca/wdls/ 72 Yale Secondary Hockey* Abbotsford 34 http://www.yalesecondary.com/ 72 Yale Secondary Baseball Abbotsford 34 http://www.yalesecondary.com/ 72 Yale Secondary Softball Abbotsford 34 http://www.yalesecondary.com/

Hockey*: Hockey Canada Skills Academy

!


Appendix 3: BC Sport Schools Survey Results

What are the greatest challenges faced by your program?

1. Budget / Costs a. Increasing facility costs b. Funds to continue to deliver a high quality program during the next phase of

expansion – primary funds for marketing program and recruitment as program has existed for 5 years on a cost recover basis. Coordinator of the various programs.

c. Funding for staffing coordinator at the school level; although we have two distinct “academies” we have several dozen students in individualized academic/athletic programs and education planning is key to their success.

d. Financial e. Funding and increasing cost. f. Budget – it is very expensive to run an equestrian centre g. Cost of transportation to the arena. We must use CUPE drivers. h. Ice time at an affordable cost to keep program costs as low as possible i. Rising costs, students attending from outside the province, funding. j. Rising costs limiting student participation.

2. Facility Usage a. Competition for facilities by elite private programs. b. Transportation and ice time / field time c. Lack of facility near the school d. Planning on ice sessions so both beginner and elite players are experiencing

success. e. Access to affordable Guest Speakers. Cost of programming, joint-use facility

agreements between schools and parks and recreation. District school support. 3. Enrollment / Athletes

a. Having enough numbers to justify staff in more individualized setting. Attracting more students to increase numbers especially with current housing and sport affiliation costs

b. Enrollment; this upcoming year will be the first year of these two programs given sufficient subscription. Still in planning phases.

c. Keeping our numbers down. Especially goaltenders 4. Coaching / Quality of Program

a. Availability of community coaches during the school day. b. Ensuring that our Junior B hockey coach delivers the program as contracted,

maintaining a high level. c. School Sport balance, pressure to add more programs

!


Do you have any suggestions or recommendations for future provincial planning?

1. Funding a. It is imperative for student success that the Ministry of Education fund staffing at

the school level to enable coordinators the time to work with individual student-athletes.

b. Provide funding for these types of programs c. Allocation of funding to qualifying Sport Schools and working with local

governments to reduce costs of renting community facilities during the school day.

d. Funding and guidelines for implementation of such programs would be beneficial e. Funding in place so academy can be offered to all students. f. More support for our athletes g. Seed money available to prove programs ready to make the opportunity available

to a greater number of athletes. Scholarships to attract athletes who have ability and will, but not the resources to pursue their sport.

h. We are a small school with great facilities but local kids can’t afford more fees so choose not to participate. It would be nice to give relief to teachers who work hard to support athletes for no real pay-off other than to see the athletes do well academically and athletically (funding for release time for preparation and marking would be helpful)

2. PSO and NSO involvement a. To have the NSO and PSOs come out and back the academies as a way to raise

the number of athletes participating in sport. To raise the level of play. b. PSO and NSO should look to be involved with the programs.

3. Standardization / Quality a. Like to see Provincial Network of Sport Schools with yearly conference involving

education and sport authorities b. I would like to see a solid curriculum developed for all athletes regardless of the

sport - nutrition, sport psychology, goal setting, all the thing that any high level athlete requires. I've been doing this for 9 years. It changes the lives of kids!...and parents.

c. Continued support from CSC Pacific and PISE while exploring/updating the supports available.

d. Sport specific training is the way to go. When kids focus in areas of passion, they love school. They do better academically and socially. It would be great to have some positive dialogue to support schools who are embracing this approach. It’s very challenging and support would be welcomed.

!


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!


Appendix 4: BC School Act SCHOOL ACT

[RSBC 1996] CHAPTER 412

Part 6 — Boards of Education Division 1 — Corporate Status and Meetings

Fees and deposits

Section 82 (1) A board must provide free of charge to every student of school age resident in British Columbia and enrolled in an educational program in a school operated by the board,

(a) instruction in an educational program sufficient to meet the general requirements for graduation,

(b) instruction in an educational program after the student has met the general requirements for graduation, and

(c) educational resource materials necessary to participate in the educational program.

(2) For the purposes of subsection (1), a student is resident in British Columbia if the student and the guardian of the person of the student are ordinarily resident in British Columbia.

(2.1) Subject to subsection (2.2), if a board permits a student who is older than school age and is ordinarily resident in British Columbia to enrol in an educational program leading to graduation, the board must provide free of charge to that student

(a) instruction in an educational program sufficient to meet the general requirements for graduation, and

(b) educational resource materials necessary to participate in the educational program.

(2.2) Subsection (2.1) does not apply to a student who has

(a) already met the general requirements for graduation, or

(b) completed the requirements for graduation from a secondary school or high school in another jurisdiction.

(3) Subject to subsections (1) and (2.1), section 82.4 and the orders of the minister, a board may charge fees for goods and services provided by the board.

(4) A board may require a deposit for educational resource materials provided to students and to children registered under section 13.

(5) If a board requires a deposit under subsection (4), it must refund all or part of the deposit to the student or child on return of the educational resource materials.

(6) A board must publish a schedule of the fees to be charged and deposits required and must make the schedule available to students and to children registered under section 13 and to the parents of those students and children before the beginning of the school year.

(7) Except as provided in an agreement under section 75 (4.1), a board is not responsible to pay

!


for any educational activity undertaken by a student that is not provided by the board.

Section 82.1 (1) In this section:

"specialty academy" means an educational program that emphasizes a particular sport, activity or subject area and meets the prescribed criteria set out in the regulations;

"standard educational program" means an educational program described in section 82 (1) and (2.1), including

(a) an educational program provided in a language other than English under section 5 (2) or (3), and

(b) an educational program provided according to the terms of an individual education plan.

(2) A board may offer a specialty academy if

(a) the school planning council for the school where the board proposes to offer the specialty academy approves the specialty academy after consulting with the parents' advisory council for that school, and

(b) the board is of the opinion that there is sufficient demand for the specialty academy.

(3) A board that offers a specialty academy must

(a) make available sufficient instruction for students enrolled in the specialty academy to meet the general requirements for graduation, and

(b) continue to offer a standard educational program in the school district.

(4) Despite section 82, but subject to section 82.4, a board may charge a student enrolled in a specialty academy fees relating to the direct costs incurred by the board in providing the specialty academy that are in addition to the costs of providing a standard educational program.

(5) On or before July 1 of each school year, a board that offers a specialty academy must

(a) establish a schedule of fees to be charged under subsection (4), and

(b) make the schedule of fees available to the public.

(6) Before establishing a schedule of fees under subsection (5), a board must

(a) consult with the school planning council for the school where the specialty academy is offered, and

(b) obtain the approval of that school planning council for the schedule of fees.

Requirement for financial hardship policy

Section 82.4 Sections 82 (3), 82.1 (4), 82.2 and 82.3 apply only to a board that has established policies and procedures to facilitate participation by students of school age ordinarily resident in British Columbia who would otherwise be excluded from the course, class or program because of financial hardship.

!


Appendix 5: BC Ministry of Education Specialty Academy Criteria Regulation

!


Appendix 6: BC Ministry of Education Performance Standards for Healthy Living

The BC Healthy Living Performance Standards have been developed as an assessment resource for voluntary use in BC schools. They are designed to support and align with several required areas of study within the BC provincial curriculum.

The BC Healthy Living Performance Standards describe the professional judgments of a significant number of BC educators about cross-curricular expectations for healthy living, and they provide a context within which teachers, students, and families can examine student learning in these areas.

The standards are intended to provide a resource those schools and families can use to focus and monitor their efforts to enhance health knowledge, skills, attitudes, and behaviours among students while providing a foundation for student achievement in general.

The development of the BC Healthy Living Performance Standards was informed, in part, by the Prescribed Learning Outcomes and Suggested Achievement Indicators contained within the provincial curricula of Health and Career Education K-9, Planning 10, Graduation Transitions, Physical Education K-12, Daily Physical Activity, and Home Economics 8-10: Food Studies and Family Studies.

The BC Healthy Living Performance Standards are not intended to replace existing curricula, nor do they represent all concepts addressed within such curricula. Rather, the BC Healthy Living Performance Standards support teachers in addressing some of the provincial curricula requirements as well as provide a framework for ongoing formative classroom assessment of healthy living concepts which exists as part of classroom programs and curricula.

All content contained on the pages of this website is DRAFT.

Source: http://www.bced.gov.bc.ca/perf_stands/healthy_living/welcome.htm

!


Appendix 7: 2004 Graduation Program Guidelines At a Glance Requirements - What You Need to Graduate15 In order to graduate with a Dogwood, every student in the Graduation Program has to pass certain basic courses, like English, mathematics and science. The table below is an overview of what you need to graduate:

• 48 credits from required courses, • 28 credits from elective courses, and • 4 credits from Graduation Transitions.

Graduation requirements are introduced in your Planning 10 class. For more help, talk to your teacher or school counselor, and refer to the Grad Planner for more details. REQUIRED COURSES: Subject Area Minimum Credits Planning 10 4 Language Arts 10 4 Language Arts 11 4 Language Arts 12 4 Mathematics 10 4 Mathematics 11 or 12 4 Fine Arts and/or Applied Skills 10, 11 or 12 4 Social Studies 10 4 Social Studies 11 or 12 4 Science 10 4 Science 11 or 12 4 Physical Education 10 4

48 credits ELECTIVE COURSES: Students must earn at least 28 elective credits. Minimum Credits Additional Grade 10-12 credits* 28 credits GRADUATION TRANSITIONS Students must earn 4 credits for Graduation Transitions 4 credits OVERALL TOTAL: 80 credits *Of the 80 credits for graduation, at least 16 must be at the Grade 12 level, including a Grade 12 Language Arts course. Others may be required or elective courses

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"#!http://www.bced.gov.bc.ca/graduation/ataglance.pdf

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Examples of a Student Athlete Course Timetable These examples demonstrate how a student athlete in a Canadian Sport School in BC can complete their grade 10, 11 and 12 graduation credits through traditional school credits and through credits from the sport school. This can only occur with very close cooperation between the sport school, the school district and ‘home’ school of the student. This educational partnership will;

• Address the student athlete difficulty in balancing academic and athletic achievement • Allow the student to complete any necessary pre-requisite courses for their planned

post-secondary endeavours • Be financially advantageous to the district and the sport school (sport specialty

academy) Blue: are courses taken by students in their traditional schools Orange: are taken through a Canadian Sport School. For a student wishing to maximize their sport credits and complete 50% of their credits in a traditional setting / 50% through the sport school: Credits Grade 10 – Semester 1 Credits Grade 10 – Semester 2

4 MATH 10 4 SCIENCE 10 4 SOCIALS 10 4 LANGUAGE ARTS 10 4 PLANNING 10 (3 yr athlete plan) 4 ATHLETE 10 (external credit) 4 PE 10 (sport specific) 4 IDS 10 (sport specific)

16 16 Credits Grade 11 – Semester 1 Credits Grade 11 – Semester 2

4 MATH 11 4 SCIENCE 11 4 SOCIALS 11 4 LANGUAGE ARTS 11 4 BAA 11 (sport science – CSC-P) 4 COACH 10 (external credit) 4 PE 11 (sport specific - CSS) 4 IDS 11 (sport specific - CSS)


4 LANGUAGE ARTS 12 OPTION (depending on PS req.) 4 APPLIED SKILLS/FA 12 OPTION (depending on PS req.) 4 BAA 12 (sport science – CSC-P) 4 ATHLETE 11 (external credit) 4 PE 12 (sport specific - CSS) OPTION

16 4 Sub Sub 48 36

Total 84

PS req. = Post secondary requirement

!


For a student planning on attending a post-secondary Arts Program:

Credits Grade 10 – Semester 1 Credits Grade 10 – Semester 2 4 MATH 10 4 SCIENCE 10 4 SOCIALS 10 4 LANGUAGE ARTS 10 4 PLANNING 10 (3 yr athlete plan) 4 2nd LANGUAGE 10 4 PE 10 (sport specific) 4 APPLIED SKILLS / FA 10


4 MATH 11 4 SCIENCE 11 4 SOCIALS 11 4 LANGUAGE ARTS 11 4 2nd LANGUAGE 11 OPTION (depending on PS req.) 4 PE 11 (sport specific) 4 COACH 10 (external credit)


4 LANGUAGE ARTS 12 4 ACADEMIC 12 4 ACADEMIC 12 4 ACADEMIC 12 4 ATHLETE 11 (external credit) OPTION (depending on PS req.) 4 PE 12 (sport specific) OPTION (depending on PS req.)

16 Sub Sub 48 36

Total 84


For a student planning on attending a post-secondary Commerce Program:



4 MATH 11 4 SCIENCE 11 4 SOCIALS 11 4 LANGUAGE ARTS 11 4 2nd LANGUAGE 11 4 COACH 10 (external credit) 4 PE 11 4 IDS 11 (sport specific - CSS)


4 LANGUAGE ARTS 12 4 MATH 12 4 CALCULUS 12 (recommended) OPTION (depending on PS req.) 4 PE 12 (sport specific) OPTION (depending on PS req.) 4 ATHLETE 11 (external credit) OPTION (depending on PS req.)

16 4 Sub Sub 48 36

Total 84

!


For a student planning on attending a post-secondary Science / Applied Science Program:



4 MATH 11 4 LANGUAGE ARTS 11 4 SOCIALS 11 4 PHYSICS 11 4 2nd LANGUAGE 11 4 CHEMISTRY 11 4 PE 11 4 COACH 10 (external credit)


4 LANGUAGE ARTS 12 4 a SCIENCE 12 4 MATH 12 4 CALCULUS 12 OPTION (depending on PS req.) 4 ATHLETE 11 (external credit)

4 PE 12 (sport specific - CSS) OPTION 16 12

Sub Sub 44 44

Total 88


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Appendix 8: Sport Oriented Board Authority Authorized Courses in BC Board Authority Authorized Courses keyword: Sport. Retrieved from http://www.bcsta.org/baa/.

Course Name Course Code School District Active Life/Portfolio Development 11 YALPD 11 19 - Revelstoke Superfit 11 YSPFT 11 19 - Revelstoke Volleyball Skills & Coaching 11 YVSC 11 19 - Revelstoke Volleyball Skills 10 YVBSK 10 19 - Revelstoke Elite Sports Training 11 YESPT 11 23 - Central Okanagan Coaching and Leadership 11 YCOAL 11 27 - Cariboo-Chilcotin Coaching and Leadership Education 12 YCOAL 12 27 - Cariboo-Chilcotin Fire Suppression 12 YFRS 12 27 - Cariboo-Chilcotin Sports Rehab Medicine YSRH 11 27 - Cariboo-Chilcotin Personal Fitness 12 YPFT 12 27 - Cariboo-Chilcotin Personal Fitness Training 11 YPFT 11 27 - Cariboo-Chilcotin Sports and Recreation 11 YSPR 11 27 - Cariboo-Chilcotin Sports and Recreation 12 YSPR 12 27 - Cariboo-Chilcotin Fitness 12 YFTN 11 28 - Quesnel Outdoor Recreation 12 YOR 12 28 - Quesnel Soccer 10 YSO 10 28 - Quesnel PE Leadership 10 YPELE 10 33 - Chilliwack PE Leadership 11 YPELE 11 33 - Chilliwack PE Leadership 12 YPELE 12 33 - Chilliwack Outdoor Pursuits 11 YODP 11 36 - Surrey Recreation Leadership 11 YRECL 11 36 - Surrey Aerobic Fitness 11 YAF 11 36 - Surrey Weight Training 11 YWEI 11 36 - Surrey Health Science 12 YHS 12 38 - Richmond Strength and Conditioning 12 YSCD 12 38 - Richmond Health Science and Wellness 12 YHSCW 12 39 - Vancouver Community and Recreation Leadership 12 YCRLD 12 39 - Vancouver Coaching Team Sports 11 YCOTS 11 39 - Vancouver Fitness for Life 11 YFFL 11 39 - Vancouver Hockey Skills 12 YHSK 12 39 - Vancouver Weight Training 12 YWEI 12 39 - Vancouver Leadership Development 12 YLEDV 12 39 - Vancouver PE - Games and Sports 11 YPEGS 11 39 - Vancouver Psychology 11 YPSY 11 41 - Burnaby Sports and Conditioning for Physical Activity YSCPA 11 41 - Burnaby Equestrian Studies 12 YEQS 12 53 - Okanagan Similkameen Equestrian Studies 11 YEQS 11 53 - Okanagan Similkameen Volleyball and Wellness 11 YVBW 11 57 - Prince George Hockey 10 YHKY 10 57 - Prince George Hockey 11 YHKY 11 57 - Prince George Intro to Trades 12 YITR 12 6 - Rocky Mountain Athletics Pursuits 10B YATHS 10B 6 - Rocky Mountain Equestrian Studies 10 YEQS 10 6 - Rocky Mountain Equestrian Studies 12 YEQS 12 6 - Rocky Mountain

!


Superfit/Strength and Conditioning 10 YSFSC 10 6 - Rocky Mountain Superfit/Strength and Conditioning 11 YSFSC 11 6 - Rocky Mountain Superfit/Strength and Conditioning 12 YSFSC 12 6 - Rocky Mountain Science of Sport and Training 10 YSST 10 61 - Greater Victoria Human Performance 12 YHP 12 61 - Greater Victoria Outdoor Leadership 11 YOL 11 61 - Greater Victoria Outdoor Leadership 12 YOL 12 61 - Greater Victoria Athletic Leadership 10 YALE 10 61 - Greater Victoria Athletic Leadership 11 YALE 11 61 - Greater Victoria Athletic Leadership 12 YALE 12 61 - Greater Victoria Cross Training 10 YCTRA 10 61 - Greater Victoria Cross Training 11 YCTRA 11 61 - Greater Victoria Cross Training 12 YCTRA 12 61 - Greater Victoria Strength Training and Conditioning 11B YSTCD 11B 61 - Greater Victoria Strength Training and Conditioning 11A YSTCD 11A 61 - Greater Victoria Principles of Soccer 11 YPSO 11 61 - Greater Victoria Principles of Soccer 10 YPSO 10 61 - Greater Victoria Outdoor Education 10 YOE 10 61 - Greater Victoria Athletics 11 YATHL 11 62 - Sooke Kinesiology 11 YKINE 11 62 - Sooke Fundamentals of Basketball 11 YFBKB 11 62 - Sooke Fundamentals of Basketball 12 YFBKB 12 62 - Sooke Fundamentals of Officiating 12 YFOFF 12 62 - Sooke Fundamentals of Soccer 11 YFSO 11 62 - Sooke Fundamentals of Soccer 12 YFSO 12 62 - Sooke Sports Performance 11 YSPPF 11 62 - Sooke Hockey Skills 10 YHSK 10 67 - Okanagan Skaha Female Fitness 11 YFMF 11 67 - Okanagan Skaha Hockey Skills 11 YHSK 11 67 - Okanagan Skaha Hockey Skills 12 YHSK 12 67 - Okanagan Skaha Multi Sports 10 YMSA 10 67 - Okanagan Skaha Multi Sports 11 YMSA 11 67 - Okanagan Skaha Multi Sports 12 YMSA 12 67 - Okanagan Skaha Superfit 11 YSPFT 11 67 - Okanagan Skaha Outdoor Education 11 YOE 11 68 - Nanaimo-Ladysmith Performance and Leadership 10 YPLEA 10 68 - Nanaimo-Ladysmith Athletic Physical Education 11 YATPE 11 70 - Alberni Fastpitch 12 YFSPT 12 70 - Alberni Team Sports 10 YTS 10 71 - Comox Valley Sports Specific Training 10 YSSPT 10 73 - Kamloops/Thompson Sport Performance 10 YSPPR 10 73 - Kamloops/Thompson Coaching Territorial Sports (Basketball) 10 YCTSB 10 75 - Mission Hockey Academy 10 YHKAC 10 75 - Mission PE - Football Coaching 10 YPEFC 10 75 - Mission PE - Football Coaching 11 YPEFC 11 75 - Mission PE - Football Coaching 12 YPEFC 12 75 - Mission Superfit 11 YSPFT 11 75 - Mission Superfit 12 YSPFT 12 75 - Mission Athletic Injuries A 11 YAIA 11 75 - Mission Athlete Injuries B 11 YAIB 11 75 - Mission

!


Coaching Territorial Sports (Basketball) 11 YCTSB 11 75 - Mission Coaching Territorial Sports (Basketball) 12 YCTSB 12 75 - Mission PE - Sport Specific Training 10 YPSST 10 75 - Mission PE - Sport Specific Training 10 (Football) YPESF 10 75 - Mission PE - Sport Specific Training 11 (Football) YPESF 11 75 - Mission PE - Sport Specific Training 12 (Football) YPESF 12 75 - Mission Rugby Coaching 10 YRC 10 75 - Mission Rugby Coaching 11 YRC 11 75 - Mission Rugby Coaching 12 YRC 12 75 - Mission Strength and Conditioning 10 YSGT 10 75 - Mission Strength and Conditioning 11 YSGT 11 75 - Mission Strength and Conditioning 12 YSGT 12 75 - Mission Personal Fitness 10 YPFT 10 78 - Fraser-Cascade BAA Badminton 10 YBA 10 8 - Kootenay Lake BAA Badminton 11 YBA 11 8 - Kootenay Lake BAA Badminton 12 YBA 12 8 - Kootenay Lake Ballhockey/Superfit 11 YBHSF 11 82 - Coast Mountains Recreation/Fitness PE 11 YRFPE 11 82 - Coast Mountains Health Science 12 YHS 12 83 - North Okanagan-Shuswap Athletic Leadership 11 YALE 11 83 - North Okanagan-Shuswap Athletic Leadership 12 YALE 12 83 - North Okanagan-Shuswap

!


BAA – Camosun College Fitness for Life 12

District Name: Sooke

District Number: 62

Developed by: The South Island Partnership

Date Developed: January 2009

School Name: Belmont

Principal’s Name: Dr. Don Grant

Board/Authority Approval Date:

Board/Authority Signature:

Course Name: Camosun College Fitness For Life

Grade Level of Course: 12

Number of Course Credits: 4 credits

Number of Hours of Instruction: 100 hours

Prerequisite(s): None

Special Training, Facilities or Equipment Required: Secondary Teachers delivering this program require special training through Camosun College. Facilities and Equipment required can vary and include:

• General cardiovascular training equipment and techniques such as good running shoes, stop watches, access to a track or trails, as well as roadways/sidewalks for walking and jogging. In addition, may require typical indoor cardiovascular equipment such as treadmills, bikes, rowing ergometers, elliptical trainers, arm ergometry, step mill, and/or skipping ropes.

• General muscular strength and endurance resistance training equipment and techniques such as typical weight room machines and free weights, kettle bells, medicine balls, tubing, bands, and/or dowels.

• General flexibility and core strengthening training equipment and techniques such as mats, swiss balls, pilates balls, body bars, yoga blocks, foam rollers, bosu balls and/or wobble boards in an open multipurpose room.

!


• Health Related Fitness Assessment: weigh scale, skinfold callipers, measuring tape, stopwatch, mats, hand grip dynamometer, metronome, counters, pull up bar, sit and reach flexometer.

Course Synopsis: This course has been developed as a partnership program that provides dual secondary and Camosun College credits through a transfer credit process. The focus of the course is to support and encourage students to develop and maintain a healthy lifestyle.

Areas of study include the psychological, kinesiological and physiological foundations of physical activity, exercise testing and prescription, as well as nutrition, stress management, social/cultural issues, and factors involved in health behaviour change. Students are exposed to the latest research and practice designed to enhance fitness, wellness, and healthy living, including both classroom and field experiences. The “heart” of the Fitness for Life curriculum framework is a behavioural change, signalling the fundamental philosophical shift from traditional teaching practices focused on acquisition of knowledge and skills to practices structured around the behavioural change principals with the learning outcome being a change of behaviours. Students will learn by sequence of activities encompassing daily fitness, lifetime sports and nutritional activities, carefully designed to promote healthy lifestyles and social responsibility.

It is anticipated that graduates will emphasize wellness as a value in life and reaffirm that social responsibility is an essential element in our culture. The program aims to develop educational programs that nurture critical thinking skills and ethical decisions regarding personal and community health behaviours.

Rationale:

The proposed Grade 12 course, Fitness for Life, is a new approach to the traditional sport/physical education and health curriculum; an approach that centers upon health enhancement through change of behaviour and self responsibility and an approach that integrates lifestyle management through the curriculum and focuses on total self, not just activity and sport. Although physical activity and exercise are the central focus, the program includes a broader landscape that encompasses healthy lifestyle promotion, including healthy nutrition, smoking cessation, stress management, and lifecycle process.

The need for promoting healthy lifestyles in Canada has never been more critical – the combination of physical inactivity and poor nutrition leading to obesity threaten to overtake tobacco as our number one killer. An accompanying epidemic of Type II Diabetes is for the first time ravaging both children and adults. Physical activity and healthy nutrition are central to combating obesity, Type II Diabetes, and numerous other chronic diseases.

A quality Fitness for Life curriculum will motivate adolescents and young adults to be active daily, will emphasize family and community involvement, and will address social norms of society with regard to healthy lifestyles. It will foster strong health beliefs and value in people to

!


voluntarily take an active role in protecting, maintaining, and improving their health, at the same time, sensitizing them to critical and moral issues that confront our society.

Organizational Structure:

Unit/Topic Title Time

Unit 1 Understanding Health-Related Physical Activity and Wellness 20

Unit 2 Self Management Skills and Behaviour Change 40

Unit 3 Principles of Exercise for Health and Fitness 20

Unit 4 Nutrition, Health and Physical Activity 20

Unit 5 Lifetime Physical Activity and Fitness 20

Total Hours 120

Unit/Topic/Module Descriptions:

Unit 1: Understanding Health-Related Physical Activity and Wellness

It is expected that students will:

• Identify and evaluate risk factors and behaviours associated with health, disease, and optimal wellbeing

• Identify, analyze, and evaluate the physical, social, emotional, intellectual, and spiritual factors that influence health behaviour and well-being.

• Identify risk factors for physical activity participation guidelines which may require consultation with medical or allied health professionals.

Unit 2: Self Management Skills and Behaviour Change


• Students will identify and promote the use of self-management skills that lead to lifelong adherence to healthy lifestyles

• Develop a personal plan for ongoing professional and personal development that demonstrates commitment to the field of exercise and wellness / health promotion (e.g. professional memberships, conference attendance, journal subscriptions, network development, personal and professional goals, evaluation of healthy lifestyle balance and development of personal healthy lifestyle program, etc.

!


Unit 3: Principles of Exercise for Health and Fitness


• Identify, analyze and evaluate current research, professional articles, and other written resources related to fitness, physical activity, healthy lifestyles, and health and wellness.

Unit 4: Nutrition, Health and Physical Activity


• Make effective and persuasive written and oral professional presentations on topics related to fitness, health and wellness as well as other important and current topics related to contemporary society.

Unit 5: Lifetime Physical Activity and Fitness


• Utilize computer technology to make effective professional presentations, prepare a professional web-page/portfolio, and search on-line resources (e.g., data banks, Internet) to analyze, evaluate, and interpret exercise, wellness, and health related information.

Instructional Component:

• Direct instruction • Indirect instruction • Interactive instruction • Group Work

Assessment Component:

Basis of Student Assessment (Weighting)

• Homework Assignments 10% • Midterm Written Exam 15% • Group Presentation

! Oral Presentation 10% ! Written Component 10%

• Practical Component ! Participation/Improvement 10% ! Activity Plan and Journal 20%

• Final Written Exam 25%

TOTAL 100%

!


Learning Resources:

Texts: Powers, S.K, Dodd, S.L., Thompson, A.M., and Condon, C.C. (2007). Total Fitness and Wellness Canadian Edition (1st Ed) Pearson Benjamin Cummings.

Additional Information:

Secondary schools offering the Camosun College Fitness For Life 12 course are required to support the teachers delivering the course in participating in annual professional development workshops at Camosun College facilitated through the South Island Partnership Office. For more information regarding this requirement contact the South Island Partnership Office at 250-370-4828. Additionally Secondary Teachers delivering the Camosun College Fitness For Life 12 course are required to participate in the annual professional develop workshops.

!


Appendix 9: Summary of CSC Pacific Registered high school aged athletes

CSC Pacific Registration Level Canadian Elite /

Podium Canadian

Development Provincial

Development Unknown Total

CSC Pacific – Whistler 1 2 18 1 22

PacificSport Fraser Valley 1 33 7 41

PacificSport Northern BC 1 46 47

PacificSport Okanagan 2 35 2 39

PacificSport Interior 34 8 42

PacificSport Vancouver Island 1 20 2 23

CSC Pacific Vancouver 6 17 90 4 117

CSC Pacific Victoria 2 10 15 6 33

Total 10 33 291 30 364

Percentage of athletes by CSC Pacific Registration Level

Canadian Elite / Podium 2.7% Canadian Development 9.0% Provincial Development 80% Unknown 8.2%

Percentage of athletes by region CSC Pacific Whistler 6.0% PacificSport Fraser Valley 11.3% PacificSport Northern BC 12.9% PacificSport Okanagan 10.7% PacificSport Interior BC 11.5% PacificSport Vancouver Island 6.3% CSC Pacific Vancouver 32.1% CSC Pacific Victoria 9.1%

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Percentage of athletes in Summer Sports Athletics 1.1% Badminton 0.3% Basketball 3.0% Basketball (Wheelchair) 0.3% Canoe/Kayak 4.4% Cycling 3.6% Diving 6.0% Field Hockey 5.2% Gymnastics 8.2% Judo 0.3% Lacrosse 14.0% Racquetball 0.5% Rowing 0.3% Rugby 4.4% Sailing 3.6% Shooting 0.8% Swimming 2.5% Synchronized Swimming 1.9% Table Tennis 6.3% Tae Kwon Do 1.1% Tennis 1.1% Volleyball 0.8% Water Polo 3.8% Water Ski 0.5% Wrestling 0.8% Total Summer Sport Athletes

75%

Percentage of athletes in Winter Sports Alpine 6.3% Para Alpine 0.5% Biathlon 3.6% Bobsleigh 0.3% Curling 2.2% Figure Skating 1.4% Freestyle Ski 3.3% Ice Hockey 1.4% Luge 1.9% Sledge Hockey 0.3% Snowboarding 0.5% Speed Skating 3.3% Total Winter Sport Athletes

25%

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Appendix 10: CSC Pacific Registered High School Athletes Survey Results Difficulty balancing sport and school

- “I can easily graduate while increasing my volume of training, but I worry that my marks are dropping considerably.” (Kayak)

- “My high school is very supportive of my training/schedule. It's still really difficult to do subjects like Math, Chemistry, Physics etc. when you are required to miss up to 8 weeks of classes per school year.” (Gymnastics)

- “Often when I get home from training camps or competitions (such as now when I'm in Florida for a month training) it's difficult to get all my tests done since I've missed so many and I can't write them while I'm away. For the most part, though, my teachers are supportive and my classmates help me stay up-to-date on my work.” (Canoe / Kayak)

- “The one course that is a grad requirement is PE 10. As I train 30 hours/week, I haven't taken PE since grade 5. I now have to take it on-line, which is a fortunate option, but still I feel it should be credited to me without having to spend many hours on-line completing the course. I would rather make them a video and write a long essay on the benefits of sport - or even speak to the school about the benefits of being a world class athlete which would give me full credit towards the course.” (Gymnastics)

- “Training and travel together with high school have been a challenge. The demand for BMX his high due to the amount of races I need to attend in order to collect points to qualify for the Provincial and National teams. No recognition is given in the school system for the amount of work I have put into being a successful athlete.” (BMX Cycling)

- “It would be really nice to be able to be able to have a block to be able to train or do some courses online” (BMX Cycling)

- “Most of my school requirements are met but they are fairly difficult to keep up with and tend to limit a lot of my options of training. I understand it is almost not possible to lighten school loads for certain people just for a sport but it would be much appreciated.” (Kayak)

- “Because my sport competitive season goes through the end of semester 1 and the beginning of semester 2 I cannot create an easier semester and a herder semester which would help out and this season I had to miss world youth championships partially because it happened during my 3 provincial exams.” (Biathlon)

- “Tough to get all my school work caught up when I am away. Teachers are great and helpful, still lots to do. I train 30 plus hours per week, travel out of town, province and country and it can get overwhelming. Yet, I am still able to maintain honour roll status so far” (Gymnastics)

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Lack of Support

- “I was not able to take all the courses I wanted because of the amount of school I miss. I tried to take physics 11 online and was not able to finish it. I miss a minimum of two school days a week, and it is sometimes very difficult to keep up with school.” (Alpine Skiing)

- “Using distance ed should help with scheduling but the courses are long winded and over engineered in subjects such as English and require huge amounts of time. Math & Chem 12 are just badly designed and need a tutor not a perfect system for an athlete who already has time constraints.” (Alpine Skiing)

- “I currently take all my school on line because I travel alot and I miss between 7 - 10 school days per month. Although Surrey Connect is the best program to meet my needs, there are some issues with limited teacher hours and it is quite far from my house, making it very inconvenient to accommodate exams. I do also miss the daily contact with other students. This program is a program in which I basically learn by myself, it takes me quite a while to finish a course.” (Gymnastics)

- “It would be wonderful if the teacher's were more on board with giving work out when students were travelling. Now it is a real pain to get any work ahead of time.” (Luge)

Lack of Knowledge

- “I am not sure how the extra credit (athlete) system works or if I qualified for any extra credits- Do I need to see a school counsellor? Can you tell me? I am thinking about going to a sport specific school for grade 12 even though it will be hard to leave my friends in grad year.” (Curling)

- “Can you get credits for being an athlete?” (Cross Country Mountain Biking)

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Appendix 11: Inventory of NSOs interested in Sport Schools In a survey of NSOs:

Completed:

Volleyball

In Development:

Wrestling, Tennis, Swimming, Soccer, Snowboarding, Rugby, Luge, Lacrosse, Ice Hockey, Freestyle Skiing, Football, Field Hockey, Curling, Cricket, Basketball, Baseball

Not yet but Planning on it:

Water Polo, Softball, Shooting, Karate, Goalball, Fencing

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Appendix 12: Quebec Sport-Etude Memorandum of Understanding

HIGH SCHOOL STUDENT ATHLETE PROGRAM

MEMORANDUM OF UNDERSTANDING

2005–2008

School board: _________________________________

School: _______________________________________

Sports federation: ______________________________

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STUDENT ATHLETE PROGRAMS

RECOGNIZED BY MINISTÈRE DE L’ÉDUCATION,

DU LOISIR ET DU SPORT

MEMORANDUM OF UNDERSTANDING

BETWEEN

________________________________ School Board, headquartered at ______________________________________________________, and ________________________________________________ School, represented herein by ____________________ and ________________________, both duly authorized in this regard by a resolution adopted by the board of trustees on ______________________.

AND

_______________________________________ Federation, headquartered at __________________________________________________________________________, and its authorized club ______________________________________, represented herein by ____________________________ and ________________________________, both duly authorized in this regard by a resolution adopted by the board of directors on ________________.

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WHO HEREBY AGREE AS FOLLOWS:

Article 1

Guiding principles

1.1 The role of the student athlete program is to help student athletes aspiring to athletic excellence achieve the best possible balance between their athletic and academic goals.

1.2 The sports federation and the school board acknowledge that academic success takes precedence over the pursuit of athletic goals.

1.3 __________________________________________ School and _______________________________ authorized club agree to comply with and implement the rules for student athlete program recognition by ministère de l’Éducation, du Loisir et du Sport.

Article 2

School board’s responsibilities

2.1 With regard to admission criteria, the school board must comply with section 239 of the “Loi sur l’instruction publique”. The school board must ensure the modified program is consistent with the basic school regulation in force.

2.2 The school board must provide academic and financial support.

2.3 The school board must make available its full range of expertise.

2.4 The school board must delegate a representative to sit on the student athlete program coordinating committee.

Article 3

School’s responsibilities

3.1 The school must free up at least 30% of the regular scheduled classroom time. This must include a three-hour block daily between 7:30 a.m. and 6 p.m. for instruction by the authorized club.

3.2 The school must supervise student athletes during regular school hours, excluding the time during which the students are under the authorized club’s supervision.

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3.3 The school must provide specific academic support measures to make up for time lost due to training, competition, or other reasons, as well as the occasional schoolwork problems some athletes may have.

3.4 The school must offer student athletes a general education and permit them to complete the courses leading to a secondary school diploma (D.E.S.). It must also offer these students complementary services as per the basic school regulation.

3.5 The school undertakes to develop and implement, depending on availability, the peripheral services agreed upon with the authorized club, approved by the sports federation, and intended to improve student athletic training, such as physical training, verification of fitness level, medical services, sports psychology, nutrition, etc.

3.6 The school agrees to accept student athletes selected by the partner sports federation and enrolled by the school board, provided the school board attests to their ability to succeed academically in a modified school program.

3.7 The school undertakes to accept only those students preselected by their sports federation into its student athlete program.

3.8 The school must send the authorized club a list of all student athletes admitted or readmitted under special conditions.

3.9 The school must schedule and hold meetings of its student athlete program coordinating committee.

3.10 The school may, upon request, provide a list of host families willing to board student athletes, if it possesses such a list.

Article 4

Sports Federation’s responsibilities

4.1 In its excellence development plan, the sports federation must explain to MELS how, why, and for whom a student athlete program is an appropriate route to achieving excellence in the sport in question.

4.2 The sports federation is responsible for guaranteeing the quality of the sport training conditions by ensuring student athletes train at appropriate, safe, and accessible training facilities and their trainers have the skills required (at least level 3 NCCP certification).

4.3 The sports federation must identify the athletes who meet the criteria for the “excellence, elite, relève, espoir” categories as per its excellence development plan. The target clientele must require at least fifteen (15) hours of training per week in an environment that strikes a balance between physical and psychological development.

4.4 The sports federation must lend its full range of expertise to the athletic program:

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- By approving the authorized club’s annual training plan

- By approving the authorized club’s competition calendar

- By developing and implementing a professional development program for its trainers

- By approving the authorized club’s peripheral service list

4.5 The sports federation must submit to MELS its selection criteria and, as the case may be, a list of athletes eligible for a student athlete program.

Article 5

Authorized club’s responsibilities

5.1 The authorized club must ensure its services are tailored to the target clientele, training conditions are appropriate, and its trainers meet qualification standards.

5.2 The authorized club must guarantee the organization and availability of training facilities.

5.3 The authorized club is responsible for managing budgets for the sports program.

5.4 The authorized club must send the sports federation its annual training plan and competition calendar for approval before October 1.

5.5 Before October 15, the authorized club must send the school its federation-approved annual training program and competition calendar for athletes to qualify for the athletics study credits recognized by MELS. The authorized club undertakes to send the school two evaluations per year stating whether the student athlete has qualified to receive these credits for his or her specialized training. These evaluations must also be sent to the student athlete’s parents or legal guardians.

5.6 The authorized club must encourage trainers to get involved in academic activities.

5.7 The authorized club must take part in meetings of the coordinating committee called by the school.

5.8 The authorized club must agree with the school on the peripheral services to be offered to student athletes, upon approval by the sports federation.

5.9 The authorized club must supervise student athletes for three-hour blocks every day between 7:30 a.m. and 6 p.m. During this time, the student athlete is under the full responsibility of the trainer(s). Any cancellation of training periods must be agreed upon in advance with the school.

5.10 The authorized club undertakes to supervise the athletes from September 19 to December 16 for the first semester and from January 16 to June 9 for the second semester. Any

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change to these dates must be set out in an agreement between the authorized club and the school.

Article 6

Meetings

The parties agree that any party hereto can call a meeting on any issue regarding the application of this agreement or any other issue pertaining to a student athlete’s athletic or academic activities and for which the parties have joint responsibility through their missions. This meeting must take place within fifteen (15) days of being called.

Article 7

7.1 The memorandum of understanding must be signed every three years by all parties between June 23 and September 1.

7.2 This agreement may be terminated if any party fails to meet any of its obligations. To do so, the aggrieved party must inform the other party in writing.

Signatures

In witness whereof, the parties represented and acting herein signed this agreement on ____________

__________________________________ ___________________________________

School board Sports federation

__________________________________ ___________________________________

School Authorized club

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Appendix 13: Quebec Sport-Etude Program Criteria The fundamental objective of a student athlete program is to help recognized student athletes achieve the best possible balance between athletics and academics. A recognized student athlete is a young person aspiring to athletic excellence who has clearly surpassed the beginner’s level in a sport and whose sports federation has identified to ministère de l’Éducation, du Loisir et du Sport as a, “excellence, élite, relève, espoir” category athlete. Sports excellence indicates that the student athlete’s level of performance, number and level of competitions, and training conditions correspond to the sports federation’s excellence development plan. Student athlete programs are intended to give athletes the best possible chance of achieving their athletic and academic goals and help them lead a balanced life. For a student athlete program to be recognized, it must include tangible measures to balance academic and sports requirements, and this must be part of the Québec sports federation’s excellence development plan. Academic success must always take precedence over athletics. This key principle guides the criteria for student admission to schools with recognized programs. Material must be taught at a faster pace than in regular programs, since the students spend less time in the classroom. In general, student athletes in recognized programs must make a strong personal effort and be highly disciplined in order to succeed. Each school sets its own admission standards, which can vary from one school to the next. Students interested must contact the school of their choice. Rules for Program Recognition by the MINISTÈRE de L’ÉDUCATION, du LOISIR et du Sport 1. General rules

These recognition rules apply to programs aiming to help student athletes aspiring to athletic excellence achieve the best possible balance between academic and athletic success. Recognized student athlete programs are jointly managed by the school board, either a school or private educational institution within its territory, the partner sports federation, and one or more authorized clubs. Recognition, and therefore designation as a student athlete program, is reserved for programs that meet all recognition criteria. 1.1 The organizations in question acknowledge that academic success takes precedence

over athletic pursuits. 1.2 Organizations taking part in the recognized student athlete program must sign a

memorandum of understanding every three years

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1.3 The host school must have at least 25 student athletes recognized by their respective sports federations for participation in a modified program. It must also organize separate student groups for each school level for which it has recognized student athletes.

1.4 The sports federation must— - Explain and justify its choice of target clienteles in its excellence development plan - Select athletes according to the parameters set out in its plan - Train the athletes directly or through one or more authorized clubs; alternatively,

supervise the training program offered by the sporting body - Demonstrate that the number of recognized athletes warrants working with a

school to offer a student athlete program in a given administrative region RECOGNITION CRITERIA 2. Academic criteria

In applying its admission criteria, the school board must comply with section 239 of the “Loi sur l’instruction publique” It must also ensure the modified program is consistent with the basic school regulation in force. 2.1 The school must free up at least 30% of the classroom time regularly scheduled for

students at that level and provide for a three-hour block daily between 7:30 a.m. and 6 p.m. for instruction by the sporting body. This does not absolve the school from the obligation supervise the students during regular school hours. When the athlete is not being supervised by the sporting body for specific reasons determined in advance with the school, the school must supervise the athlete in an academic capacity, either with study periods, extra help, catch-up, or makeup exams.

2.2 The school must provide specific academic support measures, notably tutoring or mentorship, to make up for time lost to training, competition, or other reasons, as well as the occasional schoolwork problems some athletes may have

2.3 The school must accept students classified in the “excellence, élite, relève, espoir” categories by their sports federation and enrolled by their school board, provided the school board attests to their ability to succeed academically in a modified school program.

3. Athletic Criteria

3.1 In its excellence development plan, the federation must explain to MELS how and why a student athlete program is an appropriate route to achieving excellence in the sport in question.

3.2 In its excellence development plan, the federation must clearly define the clientele targeted by the student athlete program and the rules used to select athletes for the “excellence, élite, relève, espoir” categories.

3.3 The federation is responsible for guaranteeing the quality of the sport training conditions, either directly or by actively supervising its authorized organization. It must ensure the following:

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- At least 15 hours/week training and competition, at 3 hours per school day throughout the school year, as defined by the federation’s excellence development model

- A coach/athlete ratio acceptable for the sport in question and trainer certification equivalent to at least level 3 of the National Coaching Certification Program (NCCP) - Decent, safe, and easily accessible training facilities - A semiannual report to the school on the student’s progress in the sport

4. Local Coordination Criteria

The school is responsible for developing a mechanism for cooperation and coordination. It must— - Identify a student athlete representative responsible for harmonizing academic and

athletic intervention at the local level (this mechanism does not take precedence over the responsibilities set out in the agreement between the school board and the federation)

- Work to develop and implement peripheral services agreed upon with the partners to improve student athlete training (physical training, verification of fitness level, medical services, sports psychology, nutrition, etc.).

5. Sports Federation Acceptance Criteria The partner Québec sports federation must demonstrate to MELS that it has met a number of prerequisites before a sports discipline can be accepted as a recognized program. The federation’s excellence development plan must notably include a section on student athlete programs. Student eligibility: - Under the athlete development model for the discipline in question, what category of athlete

is targeted? What is the level of competition or performance for this category? - Why does the student need a recognized student athlete program? Why can the regular

school schedule not be followed (competition period, time or duration of training periods, etc.)? If competitions are held in summer, why is it necessary for the student to be enrolled in a student athlete program?

- How are student athletes informed of their eligibility for a student athlete program? Quality of sports supervision: - Who manages the program at the local level (the federation itself, a club, or other)? - How does the federation supervise the program at the local level? - Who are the coaches? What is their certification level? - What are the training levels? Are they appropriate and attainable? Target regions and schools: - What is the potential number of recognized athletes in the target regions? - Are the target schools readily accessible from the training facilities? - Are the target schools already recognized?

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Quebec Sport-Etude Tuition Examples

See below, the average costs for students in a Sport Étude programs in different sports. Costs are established by the ‘’mandataire’’ (the program coordinator) depending on how the school, the level of the athlete and amount of training involved. The fee amount must be approved by the sport federation (PSO) and are paid by the student-athlete.

SPORT $ per student, per year

Hockey Midget or Bantam AA $ 3 000 /per student, per year

Baseball $ 2 000 /per student, per year

Volleyball $ 1 500 /per student, per year

Softball $ 1 700 /per student, per year

Soccer $ 1 400 /per student, per year

Speed skating $ 685 /per student, per year

Alpine ski $ 17 000/per student, per year

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Appendix 14: Ontario Specialist High Skills Program What is a Specialist High Skills Major (SHSM)?

• The SHSM is a ministry-approved specialized program that allows students to focus their learning on a specific economic sector while meeting the requirements for the Ontario Secondary School Diploma (OSSD) and assists in their transition from secondary school to apprenticeship training, college, university, or the workplace.

• An SHSM enables students to gain sector-specific skills and knowledge in the context of engaging, career-related learning environments and helps them focus on graduation and on pursuing their postsecondary goals.

• Every SHSM must include the following five components, which are outlined in detail in individual guides for each sector:

1. a bundle of 8–10 Grade 11 and Grade 12 credits that includes: a. 4 major credits that provide sector-specific knowledge and skills b. 2–4 other required credits from the Ontario curriculum, in which some

expectations are met through learning activities contextualized to the sector

c. 2 cooperative education credits that provide authentic learning experiences in a workplace setting, enabling students to refine, extend, and practise sector-specific knowledge and skills

2. sector-recognized certifications and/or training courses 3. experiential learning and career exploration activities within the sector 4. “reach ahead” experiences connected with the student’s chosen

postsecondary pathway 5. development of Essential Skills and work habits required in the sector, and

the use of the Ontario Skills Passport (OSP) for purposes of documentation How does an SHSM benefit students?

• An SHSM allows students to experience a range of customized learning opportunities in an area that interests them, and helps to engage them in their school program.

• An SHSM program gives students the opportunity to explore, identify, and refine career goals and make informed decisions related to postsecondary education or training and next steps towards a career.

• An SHSM helps student’s gain confidence in their ability to succeed, and see the connections between their studies, the world beyond high school, and their future careers.

• The experiential learning opportunities provided in an SHSM enable students to develop Essential Skills and work habits that are required in the sector, and have their performance of those skills and work habits assessed and documented, using tools connected with the Ontario Skills Passport.

• Through an SHSM, students begin to establish relationships and networks in their chosen field.

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• Students who have earned an SHSM can provide evidence of their achievement of the required components (e.g., sector-recognized certifications and training programs) to prospective employers and postsecondary educational or training institutions.

Individual guides for each sector, as well as the SHSM Implementation Guide, are available at: http://www.edu.gov.on.ca/eng/studentsuccess/pathways/shsm/

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Appendix 15: International Examples Austria - Leistungszentren

Referred to as Leistungszentren, these schools are specialist sport schools for elite athletes. While some schools offer multiple sports, there are seven ski schools in Austria. All of the sport schools provide flexibility in course load, attendance and exam scheduling and result in the student athlete prolonging the secondary school curriculum by one year. These schools are funded by the government and provide a wide range of services to the athletes including training planning, nutritional counselling, and sport psychology support. Austria has developed a well structured ski school program with insight into both educational courses and training and competition schedules for the athletes. There is a well established system of communication and collaboration between sport organizations, regional associations and school administrators which has resulted in appropriate teaching and studying methods being developed (i.e. distance learning).

The government and federal provinces fund the schools’. The National Governing Bodies (NGBs) and sports associations do not provide any financial support. The Leistungszentren offer 41 sports in both the academic and vocational intermediate schools. The largest number of sports offered in one school is at Klagenfurt where 20 sports are offered. In 2002/03 a total of 1,203 students attended the Leistungszentren. 887 (69%) of these were at the academic schools, of which 64% were male and 36% female. 316 students attended the vocational schools, of which 89% were male and only 11% female.

A significant range of services is offered to the athletes at the Leistungszentren from guidance on planning of training and nutritional/dietary counseling through to psychological support and career planning. The special programs for athletes to opt out of statutory educational programs give students the possibility to combine their sport career with their education and their occupational preparation.

These schools have played a significant role in Austria’s international sport performance. From 1992 to 2006 90% of Austria’s Olympic medalists were students or alumni of Leistungszentren.

France – INSEP plus

There are currently 6,636 athletes within the high level sporting scheme in France in compulsory education. 190 of these students are at INSEP (National Institute for Sport and Physical Education) participating in all sports (except rowing, boxing, French boxing, canoeing and modern pentathlon). The balance of education and sport at INSEP is 24 hours education and 20 hours of training per week (with additional training and competitions).

INSEP (“The National Institute of Sport and Physical Education”) assists French athletes balance their training and academic pursuits and houses approximately 1,000 senior level

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athletes near Paris. In 1995 a network of 400 regional training centres (poles) were developed for younger athletes (with 50% of the athletes in secondary school). These poles have arrangements with local secondary schools where teachers come to the training centres to provide on-site teaching. The student’s weekly schedules are adapted to that they are able to balance their sport training and educational classes. Admission criteria for the poles are based on both sporting and educational results and admission is granted by the respective sport organization. While the costs for attending INSEP or the poles are not fully funded by the government most sport organizations and clubs offer scholarships to student athlete’s so families are unlike to pay the full costs. Ten sport school students from France competed in the 2004 Olympic Games in Athens. (This may be misleading as we don’t know the number of sport school alumni competing in Games.)

There are also professional clubs that have sport academies, for example rugby and soccer.

In terms of rugby, there are 20 rugby academies accredited by the Minister of Sport. Each academy has an average of 20 young players. The age of these players ranges from 16 to 23, but most of them are between 18 and 20. Only 12% of the players are likely to get a professional contract. Most of the trainees attend a secondary school or university. The 20 rugby academies in France each academy have an average of 19 players registered under a training agreement, a total of 376 throughout the country. There are also 87 players on an under 23 contract and 47 players on professional contracts

In the academic year 2002/03, 70% of all academy players graduated from their course or proceeded to the next educational level. A further 27% of players failed to make this transition. Educational achievement is higher for those players at PRO D2 level than in the top 16. When questioned regarding combining their studies with sport, 90% of the academy players stated that school training was their priority.

There are also 35 football academies in France. These are called training centres and are all obliged to provide sporting and academic provision. The youngest age that a student can join the academy is 15. The football clubs finance the academies, although some have links with local schools that may provide the educational component of the academy. The academy students must follow the same education program as all secondary school children (25 hours education plus training between 12-18 hours per week). The academy provides three main services to the athlete - sport training, medical follow-up and education. The athletes have the opportunity to take A-levels and complete their education. The academy has to adhere to the French Sport Law and the French Football Federation.

Netherlands - LOOT

There are 25 LOOT (National Consultation for Education and Elite Sport) schools in the Netherlands, accommodating 2,500 student athletes. Secondary education is broken up into three categories: Pre-vocational education, senior general education and pre-university education. LOOT schools offer all three streams and student athletes can choose their stream

!


according to his/her abilities and interests. The majority of the athletes complete senior general education or pre-university education. These schools allow students to adapt their education and sport programs effectively to excel in both areas.

LOOT schools provide flexible class and exam schedules, provide exemptions from specific courses, decrease the amount of homework assigned to the students and allow the possibility of completing their final year of secondary education over two years. These schools are structure so that student athletes attend the same classes as regular pupils. LOOT co-ordinators feel that it is important that these athletes are integrated with regular students to encourage a positive social and “normal” environment as much as possible.

To be eligible for admission student athletes must be approved by their national sports organization and be training at least 15 hours per week. Student athletes who attend LOOT schools complete their training at “Olympic network” facilities, which are training centres set up by the National Olympic Committee (NOC), under supervision of coaches hired by the NSOs. The schools and Olympic network cooperate closely together to ensure the athletes are progressing appropriately. LOOT schools are funded by the government and by the athlete’s family. The NOC contributes 80,000 euros (C$120,000) per year to LOOT schools, which is divided evenly among them

While less structured, there are higher educational facilities that provide flexible post secondary education for elite athletes, such as John Cruyff University, which is exclusively for elite or future elite level athletes.

Australia - Sports High Schools

The first designated sports school in Australia, was the Westfields High School founded in 1991. The schools are a mix of student-athletes and non-student-athletes. They offer a world-class Talented Sports Program (TSP) designed to provide students who excel in particular sports with elite coaching and an academic framework that enables them to reach both their academic and sporting goals.

The Program aggregates talented young sportsmen and women into one school providing them with:

• elite coaching and access to modern sports medicine • a teaching staff sympathetic to the unique problems of a student-athlete • special academic programs to assist them in coping with absences caused by their

sporting commitments • the opportunity to complete their Secondary Education in the company of peers with

similar aspirations, lifestyle and interests • obtain a pathway to the Australian Institute of Sport and State, National and Olympic

representation

Students participating in a TSP are contracted to maintain satisfactory progress in their academic curriculum. A student found to be unsatisfactory at consecutive academic reviews will

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be withdrawn from the TSP and placed on an improvement program to assist them in restoring their satisfactory status.

While there is no acknowledged national structure or strategy for sport schools this model, first used at Westfields has been adopted throughout the country.

Westfields Sports High School

As stated above Westfields Sports High School was the first designated sports school in Australia, with the program implemented in 1991. Westfield is a mixed school of student athletes and non-student athletes and is the largest secondary school in South Western Sydney, with 1,600 students. The school offers programs for athletics, baseball, basketball, cricket, dance, gymnastics, hockey, netball, rowing, rugby, football, softball, swimming, tennis, touch football, volleyball and water polo and employs 36 full time professional coaches, a doctor, two physiotherapists and a Director of Sport. There is also an AIS (Australian Institute of Sport) liaison office who works with the school staff and student athletes. Funding for the school is provided by the federal and state governments.

The student athlete’s educational program is set up individually with input from educational and sport staff. The student must sign a contract stating that they will attend all lessons and meet all the assessment requirements of the course, failure to do so results in a school counsellor stepping in to assist and facilitate completion of the course. Westfields alumni have competed at World Junior Championships, Commonwealth Games and Olympic Games.

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Appendix 16: Sport Schools Performance Measures

PARTNERSHIP AGREEMENTS

(0) Bronze (1) Silver (2) Gold (3) Score / Notes

Education and Sport

No Partnership Agreements

School and local clubs and organizations

Schools or Districts and PSO/NSO

School Districts and Min. of Education, Sport Authorities (government), Colleges / Universities

Program and Facilities


Local facilities agreement (discounts) either School or Sport

Three way agreement - above plus specialized facilities

Three way agreement - above plus specialized facilities

Program and Technology


Local Business Partnership (discounts) either School or Sport

Three way agreement - above plus technology sponsorship

Three way agreement - above plus technology partner (full sponsorship)

Program and Medical Services


Local Medical Services Partnership (discounts) either School or Sport

Three way agreement - above plus specialized medical service provider

Three way agreement - above plus specialized medical service provider

Program and Corporate Sponsorships


Local corporate discounts

Provincial corporate sponsorships

National or international corporate sponsorships

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PROGRAM CHARACTERISTICS (0) Bronze (1) Silver (2) Gold (3) Score / Notes

Commitment to Academic Achievement

No academic requirements

Academics monitored with passing grade a minimum

Minimum C+ to remain in the program (except where IEP is applicable)

Minimum B to remain in the program including preparation for post-secondary (except where IEP is applicable)

Commitment to Sport Achievement

No sport requirements

Sport achievements monitored by Sport School coach / teacher

Sport achievement evaluation based on PSO/NSO criteria and standards

Sport achievement evaluation based on PSO/NSO criteria and standards

Co-ordination and communication between sport and education

Independent of other organizations

Limited coordination

Moderate and regular coordination and communication

Strong coordination and communication including planning.

Academic, Technical and Support Staff

No Sport Background

Standard Academic Qualifications limited sport background

Experienced staff with some Sport Specific Background

Certified and experienced staff with strong sport background

Promotion and Marketing

No promotion or marketing

Limited marketing and Promotion. Budget for marketing less than $500.00

Moderate marketing effort.

Budget between $501.00 - $2,000

Comprehensive marketing Strategy.

Budget over $2,000

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Application and Selection Procedure

Independent of athletic performance

School sets criteria. Athletic performance not a factor.

School determines criteria. Specific performance level to be achieved by student-athlete

Acceptance criteria developed with input from PSO and NSO. Specific standards must be achieved.

Eligibility N/A Open to everyone

Invitation to the program or performance based

Participation recommended by PSO or NSO

Coordinator No program coordinator

School staff coordinates programs

Part time coordinator assigned

Full time coordinator assigned

Psychological support and counselling

Limited support available

School counsellor available.

Academic and sport specific support available.

Academic and sport support available. On call or weekends.

Residency Services Non existent Limited or N/A Meals and accommodation provided or arranged

Accommodation and meals provided as required

Transportation to Training Program

No available May be arranged Arranged and provided with fee.

Arranged and provided at no extra charge.

Fees N/A All sport program fees paid by athlete.

Additional fees for most programs. Limited scholarships available.

Some additional fees required for certain programs.

Financial aid and scholarships available.

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ACADEMIC SUPPORT (0) Bronze (1) Silver (2) Gold (3) Score / Notes

Flexibility No Flexibility Flexible around exams only.

Flexibility around both schedules and exams.

High degree of flexibility in terms of courses, schedule, time table etc. Year-round education an option.

Individualized Program

One size fits all. No consideration to sport

One size fits all. All students train at same time, same coach, and same program.

Customized if necessary. Programs and training flexible.

Tailored for individual. Training and competition schedule customized.

Course Credits Little or no use of challenge and equivalency, BAA, IDS or external credit.

Limited use of options available.

BAA and external credits.

Full use of options available including BAA, external, independent study and other options.

BAA courses tailored to specific student-athlete and program. Full use of graduation program. Interested in creating new options and credits.

Tutorials Tutorials and help not provided

Designated teacher for all students. Limited school hours.

Personalized tutorials with Flexible hours.

Flexible individualized programs. Available support outside school hours

Academic Advisor/ Teacher

Standard school program

School counsellor with specific knowledge of program, limited to

Academic advisor assigned to program – extended hours

Individual academic advisor assigned to individual athlete – on call.

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school hours

Timetables 100 percent traditional classes.

80% traditional

20% sport specific or alternate delivery

60% traditional


40% traditional


Training Time Outside school hours

Limited time available during school hours.

Daily training sessions. At least 25 percent of day devoted to sport.

Daily training sessions. Equal priority and importance to academic time.

Technology

Laptops

Responsibility of student-athlete

Resources and contacts provided

Arranged for student (fee)

Provided by school

Distance Learning

Not available Limited or user fee Limited choice available (no fee)

Wide range available (no fee)

ATHLETE SUPPORT (0) Bronze (1) Silver (2) Gold (3) Score / Notes

Coaching Support Responsibility of student-athlete

Coaching provided by school or community

Experienced coaching provided. NCCP Level 3 or equivalent.

NCCP Certified Level 4 coaches with strong background and experience.

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Technical Support

(Sport)


Possible coordination through coach

Arranged through program if necessary

Strong support provided.

Access to Facilities Adequate but limited to PE and school sports

Adequate facilities available.

Access to quality facilities on site or in community

High performance facilities provided on site and in the community

Access to Equipment

Adequate but limited to PE and school sports

Limited equipment available

Access to quality equipment.

Access to high performance equipment

Sport Science Not available Resources and contacts provided

Easy access available in community or on site.

Provided on site. Easily and readily accessible.

Sport Medicine Responsibility of student-athlete


Regular and specialized sports medicine services arranged.

Regular health services and specialized services available on site.

Sport Psychology Responsibility of student-athlete


Available for special projects or consultation.

Provided on site or by contract.

Athlete Testing and Monitoring



Access in the community or provided through program on limited basis.

Regular on-site high performance testing or monitoring provided.

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Appendix 17: Athletic Foundation Academy

Athletic Foundation Academies consist of regional multi-sport athletic skills foundation programs that develop athletes at the Train to Train (T2T) stages of the long term athlete development pathway, preparing them to move to provincial teams/programs and centralized Sport Academies described above. This is achieved by providing developing athletes with access to multi-sport training sessions designed to enhance motor skills and physical fitness, at sport performance facilities in every region throughout the province, ensuring physical competencies are developed in age and stage appropriate programs.

These academies ensure that young athletes in every corner of BC have access to athletic performance expertise and the opportunity to develop the foundational skills required for success at the highest level.

These academies address a gap in service delivery, as LSOs often have limited access to such resources and expertise in athlete development, especially in outer lying regions. Athletes who don’t have the foundational athletic skills will struggle later in their athletic career, either spending valuable time improving these skills, losing valuable time due to injury from improper movement patterns, or leaving the sport because they have not been able to build success on top of a strong athletic foundation. Not only will these programs provide athletes with performance potential, but they will also provide many children with multi-sport skills that are required to remain healthy and active for life.

Athletes

Targeted athletes (identified by LSO/PSO) working towards provincial and national-level athletic success and training as part of an LSO that provides consistent training and competitive opportunities. These athletes would be supported by access to CSC Pacific academy programs, primarily multi-sport training and physical conditioning sessions that ensure an athlete’s physical competencies are developed in age and stage appropriate programs.

Coaches Certified Strength & Conditioning experts will be hired in each region to provide top level programming. Targeted coaches from LSOs who consistently provide superior technical programming to young athletes will be supported through foundational movement mentorship, professional development (NCI and NCCP) and athletic planning support. A dedicated Athletic Development Director will oversee the province-wide S&C Coaches and LSO Coach Mentorship.

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Programs & Support Services

The primary objective of the Athletic Foundation Academy is to provide development athletes with foundational movement skills that are required for success in high performance sport. Specifically, strength and conditioning focused training will be delivered by certified and experienced strength and conditioning specialists. These programs will be delivered multiple times each week, in local facilities, in a multi-sport environment and will aim to enhance:

• Basic movement patterns: running, jumping, balance, co-ordination, reaction time, speed, agility, quickness, and range of motion.

• Physical capacities: energy systems, strength and power.

Athletes will also be introduced to physiological testing, functional movement screens, nutrition, and mental training as part of a high performance lifestyle. Programming in each region will be overseen by the Athletic Development Director responsible for the regional Athletic Foundation Academies.

Facilities

Athletes will have priority access to excellent multi-sport training facilities that are already established in each region covered by the network of PacificSport Centres and CSC Pacific Campuses (For a full list, please visit www.cscpacific.ca).

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Appendix 18: Links and Resources

Alliance sport-etudes - https://www.alliancesportetudes.ca/

Bill Crothers Secondary School, Ontario - http://www.billcrothers.ss.yrdsb.edu.on.ca/

British Columbia Ministry of Education – http://www.bced.gov.bc.ca

British Columbia Ministry of Healthy Living and sport – http://www.gov.bc.ca/hls/

British Columbia School Sports - http://www.bcschoolsports.ca

Burke Mountain Academy, Vermont - http://www.burkemtnacademy.org/

Canadian School Sport Federation - http://www.schoolsport.ca

Canadian Sport Centre Pacific – http://www.cscpacific.ca

Canadian Sport for Life - http://www.canadiansportforlife.ca/

Hamilton-Wentworth District Basketball Program - http://www.hwdsb.on.ca/programs/choice/pdfs/ridell_brochure.pdf

International Sport School Federation – http://www.isfsports.org/sports/home.asp

John Rennie High School – Sport Etude - http://johnrennie.lbpsb.qc.ca/sportetudes.htm

New South Wales Regional Academies of Sport - http://www.dsr.nsw.gov.au/coaching/ras.asp

National Sport School, Calgary - http://schools.cbe.ab.ca/b830/

National Sports Development, Calgary - http://www.nsd365.com/home-sports.html

National Sports Academy, Lake Placid, NY - http://www.nationalsportsacademy.com/

Red Mountain Academy, Rossland, BC - http://www.redskiacademy.com/

SFU Softball Academy - http://students.sfu.ca/recreation/youth_program/sportacademy/

Tanbridge Academy, Calgary - http://www.tanbridgeacademy.com/baseball.html

The Hills Sport School, New South Wales, Australia - http://www.hillssport-h.schools.nsw.edu.au/index.html

Westfields Sport School, Australia - http://westfieldsports.nsw.edu.au/

WinSport Canada - http://www.winsportcanada.ca/facilities/national_sport_school.cfm

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Appendix 19: Contributors

Richard Way is Principal of Citius Performance Corp. where he is working on a variety of projects including leading Canadian Sport for Life, and was involved in creating a “how to setup academies” resource during the first phases of the Student Athlete Achievement Project from 2002 to 2007.

Carl Repp is currently the Principal of Belmont Secondary School, which is the largest school in the greater Victoria area, and the Sooke District lead for a number of Sport Academies. He has been a leader surrounding sport schools in BC for many years and brings extensive knowledge of the BC education system to the table.

Thom Brennan is an Intern with CSC Pacific. He is currently completing his Bachelor’s degree in Human Kinetics and Commerce at the University of British Columbia and has an interest in high school and adolescent physical activity, high performance sport and long term athlete development.

Other contributors:

Whistler (December, 2009) • Lucinda Jagger – CSC Pacific • Diana Rochon – CSC Pacific • Andrew George – BC Snowboard • Rob Picard – Whister Valley Snowboard • Wade Garrod – BC Freestyle

Victoria (December, 2009) • Gord Sleivert – CSC Pacific • Drew Mackenzie – CSC Pacific • David Hill – NCI BC • Stephanie Mahovlic – CSC Pacific

• Marc McDonell – Blackcomb Freestyle • Nigel Loring – WMSC • Chelsea Walker – Whistler Adaptive Ski • Paul Shore – Whistler Legacies Society • Rod Thompson – Whistler Secondary

• Dante Zanatta – BC Soccer • Andy Van Neutegem – Camosun College • Andrea Carey – PISE

Richmond (March, 2010) • Stephen Hills – CSC Pacific • Andrea Carey – PISE • Lucinda Jagger – CSC Pacific

• Dawna Sales – Richmond Olympic Oval • Colin Walker – Volleyball Canada

sport schools in bc: the future is...

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