THE CUE-CLA PROJECT (Part 1): Introducing A ‘Friends of HPEC Grant’ Project Focusing on Cooperative Learning Activities for K-6 Student Learning

 Submitted by: Brent Bradford, Professor of Education, Concordia University of Edmonton (CUE)

Preamble

First, I would like to thank HPEC for supporting my recent ‘Friends of HPEC Grant’ application. I have been an educator for 25+ years, and since the time I began my teaching career in a Grade 3 classroom during the 1999-2000 school year, I have enjoyed teaching at both the K-12 and post-secondary levels. For several years, during my school teaching career, I was so lucky to have been offered a Physical Education Specialist position in a K-9 school. My wonderful PHE-related memories from those years remain close to my heart; I am so thankful for the teaching, coaching, and leadership opportunities I have had throughout my career. Currently, as part of my teaching assignment in the Faculty of Education at Concordia University of Edmonton (CUE), I teach pre-service teachers (BEd After Degree), as well as PHErelated courses in the Department of Physical Education and Wellness. Although I’ve been teaching at the post-secondary level for 15+ years, as part of my faculty work—Teaching, Research, Service—I have continued to focus on developing and nurturing symbiotic partnerships with schools across Alberta (e.g., working alongside teachers, educational assistants, students, community members). Ultimately, discovering ways to fuse my teaching, research, and service has continued to help motivate me as a Professor of Education; my primary goals continue to focus on promoting quality Physical Education and Wellness and healthy school communities. And it is for this reason that I am contributing this blog pertaining to my ‘Friends of HPEC Grant’ project, which will focus on ‘Cooperative Learning Activities’ (CLA) in K-6 Physical Education and Wellness programs. Throughout the 2025-26 school year, I will be partnering with three schools in Alberta and their K-6 classes. Below is a brief description of the project—entitled, CUE-CLA Project—followed by some initial thoughts pertaining to the teaching of cooperative learning activities. 

• CUE-CLA Project Blog Series: As part of the CUE-CLA Project throughout the 2025-26 school year, I plan to contribute a blog series (here) aimed to share the project’s progress. I hope you enjoy Part 1 (below)! 

CUE-CLA PROJECT: A BRIEF DESCRIPTION 

‘Cooperative Learning Activities’ assist greatly in K-6 student learning and development (e.g., fundamental movement skills, dimensions of wellness, physical literacy). Throughout my career, as a school teacher and teacher educator, I have presented and published extensively on K-6 cooperative learning activities. And, purposefully, I have done so in a collaborative environment (e.g., working alongside colleagues, pre-service teachers, school teachers, K-6 students). For this CUE-CLA Project, I plan to develop an updated K-6 cooperative learning activities in-class workshop and supporting resource. 

CUE-CLA Project Team. Two CUE pre-service teachers will assist in the development, facilitation, and publication process, providing future HPEC members (as future teachers/PHE champions!) with an opportunity to engage in a meaningful PHErelated project aimed to have a direct impact on student learning in Physical Education and Wellness (while also becoming more aware of the countless benefits HPEC membership can offer throughout their careers in education). Also, an experienced PHE teacher/champion will take part throughout the project with various teaching- and research-related tasks (e.g., in-class workshop development). 

COOPERATIVE LEARNING ACTIVITIES: TEACHING CONSIDERATIONS FOR K-6 STUDENT LEARNING 

Cooperative learning activities are well-suited for K-6 students to experience physical activity, enjoyment, and success. Alongside a focus on inclusion and maximum participation, cooperative learning activities have been found to support innovation, problem-solving, communication, learning transference, fundamental movement skill development, peer-topeer relationships, and many other important life skills (e.g., understanding different roles, encouraging others, empathy). While considering positive learning outcomes that arise from cooperative learning activities (e.g., cognitive, physical, emotional, social), this CUE-CLA Project Blog Series, throughout the 2025-26 school year, will aim to offer gentle reminders in regard to planning, teaching, and evaluating cooperative learning activities for K-6 student learning (e.g., key elements, modifications, activity examples; for additional information, see Bradford, 2025; Bradford, 2023 & Bradford et al., 2014). 

COOPERATIVE LEARNING ACTIVITIES: KEY ELEMENTS. When students are engaged in genuinely structured cooperative learning activities, a number of key elements emerge, such as: participation, trust, and success—all leading to an immeasurable amount of cognitive, physical, emotional, and social benefits for all learners. 

Participation: Each group member will be fully engaged by fulfilling assigned roles and responsibilities associated with completing a group task; input from each group member will fuse into group success. 

• Related Question (Participation): How can teachers ensure each group member is fully engaged and fulfilling assigned roles and responsibilities, and in what ways can all group members encourage full group participation? 

Trust: Each group member will be provided with several opportunities to nurture trust amongst the group by fulfilling assigned roles and responsibilities, encouraging both verbal and non-verbal communication, and supporting the group while striving to complete a group task. 

• Related Question (Trust): How can teachers ensure each group member helps with the trust-building throughout the group, and in what ways can all group members promote trust when striving to complete a group task? 

Success: Each group member will contribute to group success in a number of ways; by fulfilling assigned roles and responsibilities and encouraging group members to do the same, each group member will feel a sense of recognition upon group success (recognition that would not occur without ‘whole group buy-in’ while striving to complete a group task). 

• Related Question (Success): How can teachers ensure each group member feels a sense of recognition alongside other group members, and in what ways can all group members promote this collective sense of recognition leading to group success? 

COOPERATIVE LEARNING ACTIVITIES: MODIFICATIONS. When considering cooperative learning activities, there are numerous modification strategies to help ensure effective learning experiences for all students. As it is important to plan developmentally appropriate learning activities that promote inclusion and maximum participation, one way to help modify cooperative learning activities is the REPS Model. 

R – Rules: modify the rules to simplify or add a level of complexity 

E – Equipment: modify the amount, colour, size, type, and/or weight of the equipment 

P – Participants: modify the size of the groups (e.g., pairs/group, 3-4/group, half class/group) 

S – Space: modify the size and/or location of the space (e.g., small or large spaces, gymnasium space, outdoor space, classroom space) 

COOPERATIVE LEARNING ACTIVITIES: EXAMPLES & POTENTIAL MODIFCATIONS (REPS) Borrowed from a recent CATCA presentation (see Bradford, 2025), a few simple and commonly-taught cooperative learning activities for K-6 teachers to consider employing and modifying (REPS) in their Physical Education and Wellness programs include the following: 

CLA 1. Alphabet/Number Soup: In groups, students create letters, words, or numbers using only their bodies. 

• R: Create capital or lower-case letters 

• E: Add equipment 

• P: Allow more or less students 

• S: Letters/numbers must take up a set space (e.g., “In groups., create the largest ‘B’ possible.”) 

CLA 2. Ball Balance: In pairs, students raise and balance a ball between them in unique ways (e.g., stationary, while moving around the provided space). 

• R: Select different body parts to balance the ball 

• E: Use different sized balls and/or lighter/heavier balls 

• P: Allow for groups of 3 

CLA 3. Group Juggle: Divide students into groups of 5-7; provide each group with an object that can be passed; ask students to stand in a circle facing each other; one person passes the object to someone across the circle; the person receiving the object then passes it to another group member until everyone has received and passed the object once (*ask students to try not to pass to the person beside them); the object should return back to the person who started; the passing sequence will remain the same in all future attempts. 

• R: Pass with one hand, roll the ball 

• E: Use a bean bag, larger/smaller objects, add objects 

• P: Allow more or less students 

• S: Take a step back or move closer together 

CLA 4. Hoop Circle: In small groups (e.g., 4-6), students stand in a circle holding hands; a hula hoop will be rested between two students’ clasped hands; without releasing their hands, students will pass the hula hoop around the circle. 

• R: Change the hula hoop direction 

• E: Use multiple hula hoops, different sized hula hoops 

• P: Allow more or less students 

CLA 5. Triangle Tag: In groups of 4, three students form a triangle holding hands, with the 4th person assigned to be “It”; one student in the triangle is designated as the person to be caught; “It” has to run around the triangle trying to tag the designated person on their back; “It” cannot reach across the triangle; the two other students act as “blockers” trying to save their group member from being tagged (*change roles frequently to offer students a chance at each role). 

• E: “It” tries to tag an implement (e.g., tail) 

• S: The “triangle” must stay within a set boundary 

CONCLUDING THOUGHTS 

Cooperative learning activities can play an effective role in student learning; benefits are immeasurable. Moving forward, as part of the CUE-CLA Project, I plan to contribute a series of blogs for the HPEC Community. Throughout the 2025-26 school year, I am excited to work alongside three schools in Alberta, and I am looking forward to sharing my work with you—the HPEC Community—as the CUE-CLA Project aims to support quality Physical Education and Wellness and healthy school communities. To help me begin, my intention for this first CUE-CLA Project blog has been to share a brief description of my teaching background and the CUE-CLA Project, along with a few considerations related to teaching cooperative learning activities in K-6 Physical Education and Wellness (e.g., key elements, activity examples). Lastly, the ‘Resource Corner’ lists a few selected articles, etc. related to my work pertaining to the teaching of cooperative learning activities for K-6 student learning. Feel free to have a look, and if you would like me to share any additional information, simply email me: brent.bradford@concordia.ab.ca. I am always glad to set up a virtual conversation to discuss this work with you! 

Once again, “Thank You” to HPEC for supporting the CUE-CLA Project (Friends of HPEC Grant). 

RESOURCE CORNER 

A Couple CLA-related Articles: 

Bradford, B. (2023). Cooperative learning activities: A new school year is an ideal time for cooperative skill development. Canadian Teacher Magazine. (Fall 2023), 30-31. https://canadianteachermagazine.com/2023/09/24/cooperativelearning-activities-a-new-school-year-is-an-ideal-time-for-cooperative-skill-development/ 

Bradford, B.D., Hickson, C.N., & Evaniew, A.K. (2014). The cooperative learning equation: An effective approach in elementary school physical education. Physical and Health Education Journal, 80(3), 6-13. 

A Recent CLA-related Presentation: 

Bradford, B. (2025, February 20). Cooperative learning activities for K-6 students. Central Alberta Teachers' Convention Association (CATCA). Red Deer, AB. 

A Couple CLA-related Articles (I am planning to review this summer): 

Schulze, C., von Huth, M., & Schlesinger, T. (2025) Analysis of teachers’ cooperative learning strategies and practices in physical education. Sport, Education and Society, 30(1), 121-136. 

• Link to this article: https://doi.org/10.1080/13573322.2023.2277750 

Kim, M. & Park, S. (2024) Better together: Promoting cooperative learning in physical education. Strategies, 37(2), 38-40. 

• Link to this article: https://doi.org/10.1080/08924562.2024.2304177

Welcome to the 2025-2026 School Year…Some Helpful PE Tips to Start Your Year

 Submitted by: Sonia Sheehan, Physical Education Specialist and HPEC Member

The beginning of the school year is an exciting time filled with unlimited possibilities to enhance your PE program. Taking some time at the start of the school year to add something new can excite student interest and innovate professional practice. Some things to consider at the start of the school year include: adding professional guest presenters for specialized student learning opportunities, planning special active school community events, purchasing new PE equipment, and exploring professional growth plan topics. As you start the new school year here are a few tips to think about…

Professional Guest Presenters:

Bringing in professional guest presenters can provide specialized student learning opportunities that might not be possible within the regular capabilities of your PE program. These guest presenters have the ability to ignite student interest in a new activity and promote engagement in physical activity beyond the school walls. Some examples of guest presenters available to Alberta schools include:

·       Classroom Lacrosse: https://elev8lacrosse.com/classroom-lacrosse/

·       Inline Skating: https://alieninline.com/school-inline-skating/

·       Curling: https://rocksandrings.com/programs/rocks-and-rings/

·       Fencing: https://fencingcalgary.com/

·       Dance: https://www.soundkreations.com/

·       Triathlon: https://www.triathlonalberta.ca/schools

·       Track and Field: https://minilegends.ca/

·       Aerobic/Fitness Drumming: https://www.drumfit.com/for-schools

Planning Special Active School Community Events:

Planning for an early in the school year special event linked to your physical education program can excite your school community and promote physical activity outside school hours. Some special event ideas could include:

·       Hosting a “Back to School Family Active Evening” to engage your school community in physical activity. An after school hours evening can include a variety of active opportunities hosted in your gymnasium, school fields, tarmac and the school playground. Recruiting teachers, past students or parent volunteers can help run a variety of active opportunities. 

·       Scheduling a “Family PE Week” with a focus on families engaging in physical activity through a weeklong initiative. Using the free resources available on the OPEN PE site can make the planning a “Family PE Week” a breeze. https://openphysed.org/familieslovepe

·       Running a school community Terry Fox Run. The fall of 2025 marks the 45^th anniversary of Terry Fox’s Marathon of Hope. https://terryfoxschoolrun.org/

Purchasing New PE Equipment:

One of the simplest ways to excite student interest is the addition of new PE equipment for your PE program. Exploring your preferred PE equipment supplier catalogue can provide ideas for new equipment to innovate your program. Often your school council or school casino society might be able to provide funding to cover the cost of purchasing new PE equipment. Some of the Alberta and Canadian PE equipment suppliers include:

·       Gopher: https://gophersport.com/digital-canada

·       North Star Sports: https://northstarsports.com/

·       School Specialty: https://www.schoolspecialty.ca/physical-education-sport

·       Sportfactor: https://sportfactor.net/

·       Wintergreen: https://www.wintergreen.ca/sports-recreation

An example of new PE equipment is circus arts equipment. Circus arts equipment is an option of something that might not currently be part of your PE program. Circus arts can be an innovative way to reach curricular outcomes that promotes high levels of student engagement. Some examples of circus arts equipment include:

·       Juggling Balls: https://gophersport.com/softsqueeze-juggling-balls?queryID=1d1ed41981496f3ff88cb5d5c1615761&objectID=508035&indexName=gs_production_default_products

·       Juggling Clubs: https://www.schoolspecialty.ca/sportime-juggling-foam-clubs-set-of-3-2094881

·       Juggling Scarves: https://www.wintergreen.ca/scarves-set-of-3-wsp87100

·       Juggling Rings: https://sportfactor.net/JUGGLING-RINGS-p/j45.htm

·       Juggling Devil Sticks: https://northstarsports.com/product/juggling-devil-sticks/

·       Juggling Diablos: https://sportfactor.net/JUGGLING-DIABLO-p/jd21.htm

·       Plate Spinning/Plate Juggling: https://northstarsports.com/product/juggling-plate-set/

·       Step Stilts: https://www.schoolspecialty.ca/pull-buoy-step-n-stilts-set-of-6-pairs-1282649

·       Balance Boards: https://gophersport.com/rainbow-rockerwalker-balance-seesaw

Exploring Professional Growth Plan Topics:

Alberta teachers’ professional responsibility of pursuing continuous learning through a professional growth plan encourages ongoing learning throughout your teaching career. Choosing a topic that is interesting, relevant to yourself, your students, and your school and sparks thoughtful reflection into your teaching practice is important. Coming up with a professional growth plan topic is a start of year thought process. Some topics related to physical education to consider include:

·       Exploring and learning with Ever Active Schools podclass episodes: https://everactive.org/podclass/the-podclass-episodes/

·       PHE Canada learning modules: https://phecanada.ca/professional-learning/training-and-certification

·       NCCP Education and Training through learning modules:

o   https://coach.ca/new-coaching/about-nccp

o   https://coach.ca/training-modules?track=278

o   https://coach.ca/training-modules?search=&delivery%5B270%5D=270&sort_bef_combine=created_DESC&track=All

·       In-depth exploration, examination and implementation of the new Alberta Physical Education and Wellness Curriculum: https://curriculum.learnalberta.ca/ciihub/en/home

·       Universal Designs for Learning (UDL) to accommodate a variety of needs of learners with a possible learning resource of the OPEN PE learning modules: https://varsityuniversity.org/open/

Take some time to thoughtfully contemplate the start of the school year and think about how you can make this school year the best one yet! Will you spark student interest and innovate your professional practice through professional guest instructors, special events, new PE equipment or an exciting topic to explore through your professional growth plan?

Wishing you an active and engaging 2025-2026 school year!

The 2025 HPEC Certificate of Commendation Winners:

Congratulations to our 2025 HPEC Certificate of Commendation Winners! The 2025 HPEC Certificate of Commendation Winners were recognized in Red Deer during the May 9 One Day in May Inclusive Physical Education and Wellness Professional Learning Day.

Greater Calgary Region Susan Reid

Calgary Region Suzanne Maudie

Northwest Region Kerry Wiebe

Southeast Region Sterling Hamilton

Northeast Region Dustin Blake

Southwest Region Angie Seaman

Edmonton Region Alex Melnyk

Greater Edmonton Sheri May

Central Alberta Daniel Grenier

Nominate a deserving Alberta teacher today for the 2026 HPEC Certificate of Commendation: https://www.hpec.ab.ca/hpec-certificates-of-commendation-awards17

Teaching PE in June: Empowering Student Choice and Saving Teacher Sanity

Submitted By: Kaleigh McNeill, HPEC Membership Grant Recipient

Teaching in June often feels like a race, except your legs aren’t moving. The finish line is so close, yet some days it seems so far away. Both teachers and students are burnt out and itching for summer. Let’s face it, teachers don’t want to be reinventing the wheel in June or battling student behaviour when they’re dreaming about how to spend their 7-8 weeks of freedom. Teaching Yard Games in June is the solution to all of the above challenges, as well answers every student’s question of, “Can we go outside today?”.

My favourite PE unit to teach in June is Yard Games. It’s a unit that requires minimal prep, gives students ample choice in their learning, and is an enjoyable experience in a more relaxed atmosphere at the end of the year.

Yard Games Ideas:

• Spikeball
• Bocce Ball
• Four Square
• Yahtzee (great with larger dice + prepped score sheets)
• Double Dutch, Skipping, Hopscotch with chalk
• Ladder Ball
• Cornhole
• KanJam
• Grass Volleyball
• Jackpot

Yard Games Set Up:

I modify my Yard Games unit for various grade levels, class sizes, and student interests. The equipment and spaces you have available will play a big factor in what activities you choose to include in your Yard Games unit. You can get creative - our Junior High Woodshop class made cornhole boards for PE and we already had bean bags available to use. I have students spread out with their chosen yard games in the field and I float between groups, checking in on students. I will spend 1-2 classes teaching 4-5 different yard games and reviewing expectations before allowing students to choose their favourite games to play for the remainder of the unit. Once students have a basic understanding of the games and expectations, they facilitate their own learning in Yard Games - which my groups of students have loved!

Yard Games Expectations:

• Take responsibility for your learning: try a new yard game and be active
• Be inclusive: welcome and invite others into your group
• Sportsmanship and Respect: play fair, be respectful to opponents, and share equipment

Yard Games Prep + Planning:

I like to have rule sheets for each game printed and laminated, so they last longer outside and I can reuse them for the following years. If you include yard games that require score sheets (Yahtzee), I like to print score sheets ahead of time, laminate them, and have students use whiteboard markers so score sheets can be reused by different classes. Students can always refer back to rule sheets and take initiative to learn a new game by reading the rules with their peers. Having rules clearly printed also helps prevent arguments over rules with younger classes who may struggle with independent problem solving.

Connecting Curricular Outcomes:

Below are just a few examples of connections to curricular knowledge, understanding, skills, and procedures that students are expected to learn in PE.

Grades 4-6:

• Choice in physical activity can enhance exposure to a variety of active living options (Grade 4)
• Perform elements of movement when receiving, sending, and retaining an object using various parts of the body and equipment (Grade 4)
• Adjust strategies and tactics based on the strengths of participants in various physical activities and games (Grade 5) 
• Practise collaboration during physical activity (Grade 5)
• Demonstrate how movement patterns are applied across various physical activities (Grade 6)
• Practise conflict resolution (Grade 6)

Grades 7-9:

• Students will acquire skills through a variety of developmentally appropriate movement activities (games) → Basic Skills, Locomotor, Nonlocomotor, and Manipulative
• Many specific curricular outcomes can be applied to specific Yard Game activities
• Ex. Spikeball: select, combine and perform locomotor and nonlocomotor skills by using elements of body and space awareness, effort and relationships to improve personal performance

• Students will experience and appreciate the health benefits that result from physical activity → Well-being
• Students will interact positively with others → Communication, Fair Play, Leadership, and Teamwork
• Students will assume responsibility to lead an active way of life → Effort and Active Living in the Community

HPEC One Day in May Inclusive Physical Education and Wellness:

Date: May 9, 2025

Location: Red Deer Polytechnic, 100 Donald Blvd. Red Deer, T4N 5H5

Registration is open until April 30, 2025

Register here: https://reg.unityeventsolutions.com/se/ONEDAYINMAY/ATT 

HPEC One Day in May: Inclusive Physical Education and Wellness Program:

Time	Session Name	Location	Presenter
8:30-10:30 AM	Delegate Registration and Check In	Main Foyer
9:00-9:50 AM	HPEC AGM	Classroom 2301
10:00-11:00 AM	Concurrent Session #1
	Omnikin Ball	Main Gym (1002)	Dustin Blake
	"I Don't Feel Like It" - Rethinking How We Motivate Our Students (And Ourselves)	Classroom 2301	Jennifer Schmidt- Ignite Health Coaching and Wellness
	Inclusive Sexual Health Education: Making Sex Ed Work for all Your Students	Classroom 2302	Christine McKernan
11:15 AM -12:30 PM	HPEC Awards and Keynote Speech: Danielle Peers	Margaret Parsons Theatre
12:30-1:00 PM	Grab and Go Lunch Provided	Main Foyer
1:15-2:15 PM	Concurrent Session #2
	Let's get active together: Inclusive physical activity with and for children experiencing disabilities	Classroom 2301	Carrie Millar- University of Alberta
	Nutrition and Mental Health	Classroom 2302	Alberta Health Services- Gabrielle Leonhardt and Katherine Brandon
	Energize your Class	Main Gym (1002)	Ever Active Schools
2:30-3:30 PM	Concurrent Session #3
	Fostering Belonging in the Outdoors: Building Connections to the Landscape, Others and Self	Outdoor Pond and Tree Area	Ever Active Schools
	Warmed Up and Ready to Go for Secondary Classes	Main Gym (1002)	John Byl- Gopher
	Smashball - An Introduction to Elementary Volleyball	Main Gym (1002)	Murray Doyle

Session Descriptions:

Omnikin Ball: If you like learning new games, getting active, and having boat loads of fun, then this is the session for you! OMNIKIN is a great Canadian company that offers a wide range of equipment for great games that get kids moving, are super inclusive of all skill levels, and create a buzz amongst the students in your school. We will be playing a bunch of the games that are possible with these balls, learning some pro tips, breaking a sweat, laughing, and talking about other game possibilities.

"I Don't Feel Like It" - Rethinking How We Motivate Our Students (And Ourselves): Motivation doesn’t just happen—it’s built through action. This presentation explores how both body and mind influence motivation and gives educators skills to motivate their students—and themselves. Learn practical strategies to create an engaging, resilient environment in physical education. Best suited for grades 7 and up.

Inclusive Sexual Health Education: Making Sex Ed Work for all Your Students: Traditional sex ed has focused on heterosexual and cisgender people and relationships, but that leaves out many students. Whether you have some out 2SLGBTQI+ students, or none, your sex ed classes can be inclusive, welcoming, safe, caring and respectful places for students of every gender identity and sexual orientation.

Let's Get Active Together: Inclusive physical activity with and for children experiencing disabilities: Renew, refresh, and recommit to inclusive and adaptive physical activity with inspiration and ideas from The Steadward Centre! In this session we will cover inclusive instructional strategies, tips for eliminating barriers to physical activity, recharge our inclusive mindset and get active with demos and games!

Nutrition and Mental Health: Join AHS Dietitians to learn about the connection between your food, brain, and body. This session will translate the science of nutrition and mental wellbeing into practical nutrition strategies for teachers. Participants will leave with tangible ideas to support your own wellbeing, which in turn, supports the wellbeing of students.

Energize Your Class: Physical activity offers many benefits above and beyond physical health. This workshop will offer games and activities you can incoporate into any subject area. Join us in learning how to re-energize your students, break up sedentary time, and increase physical activity across the school community.

Fostering Belonging in the Outdoors: Building Connections to the Landscape, Others and Self: Through technology, our society has never been so connected but disconnected at the same time.  Is there a solution? Yes! You can find it right outside of your classroom.  The great outdoors provides an environment to foster meaningful connection and belonging.  What better way to do this than through fun and play!  We will be using the Ever Active Outdoor Learning Quick Draw card deck for inspiration for this action-packed outdoor session.

Warmed Up and Ready to Go for Secondary Classes: Safely developing physical literacy, positive attitudes, and behaviours, making healthy choices, and total well-being. Warming up for activity prepares body and mind for engagement. Active, fun, and engaging games, with and without equipment, can both warm players up and mentally prepare them for play. Come prepared to participate. 

Smashball - An Introduction to Elementary Volleyball: Frustrated with starting your volleyball units? Kids not having any fun because of all of the errors and mistakes? Try Smashball, a Volleyball Canada developmental program to get kids moving and understanding the games. The focus - SMASHing! The part of the game kids love the most but never get to do while learning volleyball.

Keynote Presentation: Danielle Peers (they/them) is a Canada Research Chair (Tier II, SSHRC) in Disability and Movement Cultures, and an Associate Professor in the Faculty of Kinesiology, Sport, and Recreation at the University of Alberta. Danielle studies how movement cultures (including art, recreation, and sport) can be used to transmit and transform a community’s values, politics, and inequities. Mobilizing embodied disability justice approaches, Peers prioritizes deep, intersectional collaborations, in order to co-create knowledges and practices that reduce harm and create more accessible, affirming, and transformative movement cultures. Danielle’s work draws from their experiences as a Paralympic athlete, coach, dancer, and filmmaker. Danielle has done extensive accessibility and equity consultation in education, sport and recreation, and non-profit sectors, and is currently the University of Alberta’s Academic Lead, Equity Praxis and Systemic Ableism.