Inclusivity Workshops Proposal

These workshops will cover a variety of topics that relate to traditionally marginalized groups, recreation, and physical activity. Each workshop will focus on a different marginalized group. Each topic has its own learning outcomes that relate to the knowledge, understanding, and behavior that the workshops aim to enhance and develop. The workshops will cover both areas of success and opportunities for improvement. There will be six workshops between October and March. The target audience of these workshops is staff and volunteers with UBC Recreation. The first workshop will be offered to the full time staff but there is the potential to open up the later workshops to a broader audience. Additional participants could include student staff and volunteers at UBC Recreation, Peer Programs (such as the wellness coaches and wellness peers), programmers, and Bridge Through Sport.

Learning Outcomes

  • Knowledge
  • Definitions of key terms and principles of inclusivity, equity, and accessibility.
  • Increase awareness ofthe variety of marginalized groups that may wish to access recreation and physical activity.
  • Understanding
  • Recognize the barriers faced by traditionally marginalized groups with regards to recreation and physical activity, specifically at UBC.
  • Understand why issues of inclusivity and accessibility matters to recreation.
  • Discover opportunities available to enhance programs when they bring in diversity.
  • Behaviors
  • Act upon the barriers faced by marginalized groups at UBC.
  • Adapt programs, policies, communication methods, processes and facilities to create a more inclusive and accessible environment.

Areas of Influence

  • Programing
  • Communications
  • Promotions
  • Hiring
  • Training
  • Facilities

Workshop 1: Introduction to Inclusivity

This workshop will serve as an introduction to inclusivity and its relevance to recreation, specifically at UBC. This workshop will also introduce the upcoming topics to participants.

Learning Outcomes

  • Learn the definition of inclusivity, accessibility, equity, and adaptability and understand the responsibility to address these issues
  • Recognize the relevance of inclusivity to recreation.
  • Become familiar with the variety of groups who may face barriers to accessing recreation.

AdditionalInformation

  • Consultant(s): Dr. Rachael Sullivan
  • Presenter(s): Dr. Rachael Sullivan, Suzanne Jolly, and Jebet O’Reilly
  • Date: October 22nd

Workshop 2: LGBTQ

LGBTQ youth, students, and athletes have identified athletics as a space where they feel least safe and least supported[1].This workshop will introduce participants to the barriers faced by LGBTQ people accessing recreation. The workshop will prepare participants for the forum in December which will address the barriers faced by LGBTQ students accessing recreation at UBC.

Learning Outcomes

  • Learn the definitions of LGBTQ identities and terms.
  • Recognize the barriers faced by LGBTQ accessing recreation.
  • Understand the importance of inclusive language.
  • Understand the importance of and how to intervene in cases were homophobic, heterosexist, and transphobic language is used.

Additional Information

  • Consultant(s): Simone Longpre (School of Kinesiology), Trans* And Gender Variant Inclusion Working Group (Vancouver Parks and Recreation)
  • Date: November

Workshop 3: KIN 465 Forum

This forum will allow a group of students from the School of Kinesiology to present their projects from their KIN 465 class (Interculturalism, Health, and Physical Activity). The forum will cover two different projects focusing on inclusive communications in recreation and LGBTQ involvement in recreation.

Learning Outcomes

  • Specific learning outcomes for these workshops will be determined in collaboration with the KIN 465 students.

Additional Information

  • Presenter(s): KIN 465 students
  • Date: December

Workshop 4: Physical Disabilities

Individuals with disabilities are, on average, less physically active than their peers; 56% of people living with disabilities are sedentary and do not reach the recommended hours of physical activity[2]. Research has shown that levels of activity in people with disabilities are influenced by environmental and personal factors[3]. UBC has the ability to influence both these factors and increase the involvement of people with disabilities within recreation.

Learning Outcomes

  • Learn the definitions of a number of common physical disabilities.
  • Recognize the barriers faced by people with physical disabilities while accessing recreation.
  • Recognize the complexities of physical disabilities and their intersections with other barriers.
  • Consider the needs of people with disabilities when designing and implementing recreation programing.
  • Learn how to adapt programing to meet the needs of people with physical disabilities.

Additional Information

  • Consultant(s): Vancouver Parks and Recreation, Tania Lam (School of Kinesiology)
  • Date: January

Workshop 5: Body Shape

Multiple studies have shown a strong implicit and explicit negative bias towards obese people and obese people are assumed to be lazy and unmotivated[4][5]. These biases are heightened in people working in physical activity and exercise sciences[6]. This workshop will make participants aware of these biases and encourage them to challenge the stereotypes associated with body shape.

Learning Outcomes

  • Reflect on the multitude of reasons why people engage in physical activity and recreation.
  • Recognize the presence of the obesity bias in most people (and heightened presence in many people working in physical activity).
  • Recognize the assumptions and biases associated with all body shapes.
  • Include a variety of body shapes in promotional and communication materials.

Additional Information

  • Consultant(s): Dr. Louise Mass (School of Population and Public Health)
  • Date: February

Workshop 6: First Nations Peoples

Within Canada only 21% of first nations adults (27% of men, 15% ofwomen) are engaging in at least 30 min of moderate to vigorous physical activity on 4 days a week or more[7]. Many aboriginal people, specifically elders, have noted that a change in lifestyle has reduced the level of physical activity amongst aboriginal people[8].

Learning Outcomes

  • Recognize barriers faced by Aboriginal peoples accessing recreation ad physical activity.
  • Understand the difference in views of physical activity, recreation, and wellbeing between aboriginal society and western society.
  • Consider the needs and wants of first nations people when developing programming.

Additional Information

  • Consultant(s): Ryann James (FNHL), Aboriginal Sport BC, (Blake Stitilis)
  • Date: March

Additional Topics

This series of workshops does not cover all marginalized groups.The groups chosen for these workshops were selected to attempt to cover a variety of topics in sufficient depth. Some of the groups which have not been included within the scope of these workshops include:

  • People with learning disabilities
  • People with mental illness
  • Minority cultures and religions
  • People with English as a second language

[1] Heather Barber and Vikki Krane “Creating a Positive Climate for Lesbian,

Gay, Bisexual, and Transgender Youths” Journal of Physical Education, Recreation & Dance

78, no. 7 (2007) 6

[2]Ishonté Allar, Jun-Hyung Baek and Andrea Taliaferro “Addressing Inclusion in Higher Education Physical Activity Programs”Journal of Physical Education, Recreation & Dance 85, no.9 (2014): 37

[3] M Saebu and M Sørensen “Factors associated with physical activity among young adults with a disability”Scandinavian Journal of Medicine & Science in Sports 21,(2011) 730

[4]Heather O. Chambliss, Carrie E. Finley, and Steven N. Blair “Attitudes toward Obese Individuals among Exercise Science Students” Psychobiology and Behavioral Strategies36,no.4 (2003): 468.

[5]Bradley J. Cardinal, Alyssa Rae Whitney, Momoko Narimatsu, Nicole Hubert & Brian J. Souza “Obesity Bias in the Gym: An Under-recognized Social Justice, Diversity, and Inclusivity Issue”Journal of Physical Education, Recreation & Dance 85, no. 6(2014): 3

[6]Chambliss et al. Attitudes toward Obese Individuals among Exercise Science Students,468

[7]T. Kue Young and Peter T. Katzmarzyk “Physical activity of Aboriginal people in Canada” Canadian Journal of Public Health 98, (2007):148

[8] Ibid.