Applied Major Project
Isabella Metcalfe (100256806)
Recreation Studies, Langara College
RECR 4400: Applied Major Project
Yue-Ching Cheng
March 24, 2024

Executive Summary
Purpose
The purpose of this research paper is to determine how the City of Vancouver can support seniors
aged 65-80 to actively participate in physical activity through physical literacy programs. Additionally, it
seeks to determine how focusing on physical literacy can impact the long-term sustainability of their
commitment to regular physical activity.
Methods Used
The research in this paper encompassed four methods: A comprehensive review of secondary
research (literature review), interviews conducted with City of Vancouver staff and individuals actively
engaged in physical literacy and/or seniors development, observations of relevant programs and a
thorough analysis of content pertaining to the subject.
Findings and Conclusion
Physical literacy is crucial for seniors' overall well-being, physical abilities, and cognitive health.
Despite a historical focus on children's physical literacy, the Vancouver Park Board lacks a dedicated
strategy for promoting physical literacy among seniors, with outdated plans primarily emphasizing
children's needs. Both the Vancouver Sport Strategy and VanPlay documents give minimal attention to
physical literacy, indicating a gap in promoting it across the organization. External analysis and
interviews emphasize the importance of incorporating physical literacy initiatives for all ages,
underscoring the need for the Park Board to prioritize and integrate these initiatives into its strategic
planning for inclusive community wellness. Recreation professionals recognize the importance of
physical Literacy for seniors, with many incorporating these principles into their programs, driven by
individual initiative rather than organizational encouragement. While some programs diligently integrate
physical literacy, others exhibit discrepancies, indicating a gap in awareness and implementation across
the recreation sector.
Recommendations
1. Redesign and Revamp the Focus on Physical Literacy Initiatives and Strategies.
2. Implement Physical Literacy Training for Those Running Programming.
3. Survey the Vancouver Seniors Community to Understand their Physical Activity Preferences.
4. Apply to the Active Aging Society to Become an Organization that Offers Choose to Move.
Key Terms
Seniors, Physical Literacy, Physical Activity, Confidence, Actively Participate, Commitment
1

Table of Contents
Introduction
Background and Context
Seniors’ Participation in Physical Activity
About the Physical Literacy
About the City of Vancouver
Literature Review
Overview of Physical Literacy
Overview of the Importance of Introducing Physical Literacy to Seniors
Overview of How the Success of Physical Literacy Programs Is Measured
Gaps or Challenges that Exist Within the Delivery of Physical Literacy Programs to Seniors
Areas of Controversy
Gaps in Literature
Best Practices
Summary
Methodology
Interviews
General Public Observations
Content Analysis
Research Reflection
Research Findings and Analysis
Physical Literacy is Important for All Ages.
There is No Strategy for Physical Literacy Implemented by the Vancouver Park Board.
Some Programmers are implementing physical literacy for Seniors,
Recommendations
Redesign and Revamp the Focus for Physical Literacy Initiatives and Strategies
Implement Physical Literacy Training for Those Running Programming
Survey the Vancouver Seniors Community to Understand Their Physical Activity Preferences
Apply to the Active Aging Society to become an organization that offers Choose to Move
Conclusion
References
Appendices

2
4
4
4
5
6
6
7
7
8
9
9
10
10
10
10
12
13
15
15
15
16
16
17
17
18
18
19
20
21
25

Introduction
This report will answer the question: How can the City of Vancouver support seniors aged 65-80
to more actively participate in physical activity through physical literacy programs? In what ways can

2

focusing on physical literacy impact the long-term sustainability of their commitment to regular physical
activity?
The importance of physical literacy has never been more important than it is today. According to
Science for Sport, countries that have prioritized physical literacy are now seeing the benefits of investing
in physical literacy, which include “future savings in healthcare, improved physical well-being of the
population, improved mental health and psychological well-being, increased workforce productivity, and
increased levels of sport and exercise participation” (Curry, 2024). This emphasizes the significance and
advantages of promoting physical literacy through tailored physical activity programs, not only for
seniors but for individuals of all age groups too.
The following key areas will be discussed in this report:
●

Background and context

●

About the City of Vancouver

●

About physical literacy

●

Review of literature on this topic

●

Gaps or challenges that exist within the delivery of seniors’ recreation services

●

Areas of controversy

●

Gaps in literature

●

Best Practices

●

Summary of literature review

●

Methodology for primary research

●

Research findings and analysis

●

Recommendations

The key terms used in this research report are operationalized as follows:
●

Seniors - This term refers to people in the 65-80 year old age bracket.

●

Physical Literacy - “Physical literacy can be described as the motivation, confidence, physical
competence, knowledge, and understanding to value and take responsibility for engagement in
physical activities for life” (International Physical Literacy Association, 2021)

●

Physical Activity - Any movement that requires energy. It can be a simple activity such as
walking or more complex activities like participating in a Zumba Class. For this project, exercise
programs offered by the City of Vancouver will be the focal point of Physical Activity.

●

Confidence - Participants feel comfortable, supported, and safe during physical activity.

3

●

Actively Engage - This means participants are consistently participating in physical activity and
giving it their all every time.

●

Consistent- This means participants will participate in regular, weekly physical activity.

●

Commitment - Participants’ willingness to invest in and focus on their activities, showing
accountability.

Background and Context
Recreation organizations such as the Vancouver Park Board offer a plethora of physical activity
programs for seniors. The focus on physical literacy in these programs varies from site to site. For the
purpose of this research, the City of Vancouver will be explored to evaluate their focus on physical
literacy and how that impacts the long-term participation of seniors in physical activity.
Seniors’ Participation in Physical Activity
As of 2021, 106,000 people in Vancouver were 65 years old or older. This age range makes up
17% of the population of Vancouver and is growing at a rate five times faster than the under 65 age range
(City of Vancouver, 2021) The Government of Canada recommends seniors aged 65+ to get 2.5 hours or
more of moderate to vigorous physical activity weekly to help reduce falls and improve balance. Regular
physical activity also can help seniors stay independent longer as well as help prevent osteoporosis, some
cancers, heart disease and stroke (Public Health Agency of Canada, 2019). Physical activity is important
for psychosocial health as well, and participating in recommended weekly amounts of physical activity is
“linked to improved anxiety, depression, dementia, cognition and quality of life” (The Canadian Society
for Exercise Physiology, 2021) and most importantly, participating in physical activity can help seniors
stay independent longer (Exercise is Medicine Canada, 2021). Recreation organizations have a
responsibility to provide services for seniors to fulfill their 2.5 hours of physical activity weekly to be
able to experience the benefits associated with regular physical activity.

About the Physical Literacy
Physical literacy is widely recognized across the world with many different definitions, but all
connecting it back to motivation, confidence, physical competence and knowledge about physical activity

4

to help people feel comfortable and prepared to participate in physical activity. Although the idea of
physical literacy has been around for decades, the concept and the name was first presented by Margaret
Whitehead in 1993 at the International Association of Physical Education and Sport for Girls and Women
in Australia (IPLA, 2021)
According to the International Physical Literacy Association, “Physical literacy is the motivation,
confidence, physical competence, knowledge, and understanding to value and take responsibility for
engagement in physical activities for life” (IPLA, 2021)
In this definition, physical literacy has 4 main components:
1. Motivation and Confidence (Affective) - This relates to a person's eagerness, pleasure
and belief in incorporating physical activity into their daily routines.
2. Physical Competence (Physical) - This relates to a person's skill development, movement
patterns, and capability to engage in various levels and durations of physical activity.
3. Knowledge and Understanding (Cognitive) - This entails recognizing and articulating the
key factors affecting movement, comprehending the health advantages of staying active,
and acknowledging safety measures relevant to physical activity.
4. Engagement in Physical Activities for Life (Behavioural) - This means lifetime
engagement in physical activities, and it involves taking ownership of one’s physical
literacy by actively choosing to participate in regular physical activity.
(Physical Literacy, 2023)

About the City of Vancouver
The City of Vancouver prides itself on offering recreational opportunities for everyone. In order
for them to focus on promoting the longevity of life through recreation for all of their citizens,
implementing programs for seniors that focus on physical literacy ensures their programs are designed to
keep people participating in recreation and physical activity throughout their entire life.
Vancouver Park Board Mission/Vision: “Our mission is to provide, preserve, and advocate for
parks and recreation services to benefit all people, communities, and the environment” (City of
Vancouver, 2024) The Vancouver Park Board is home to 24 Community Centres, 25 Fitness Centres, 9
indoor pools, 5 outdoor pools, 8 ice rinks and has a selection of outdoor fields and golf courses. (City of
Vancouver, 2024)

5

This project connects to the mission/vision of the Vancouver Park Board as they aim to provide
recreation services for all. Promoting physical literacy in physical activity programs will promote lifelong
participation in recreation, fitness, and physical activity by giving participants the knowledge and
confidence they need to continue participating.
The new information discovered on this topic will be important to the field of community recreation for
multiple reasons:
1. It will help enhance program development: understanding the importance of providing knowledge
on physical literacy for seniors will help understand the needs, preferences and challenges seniors
face and will help create tailored activities and experiences for them.
2. Promotes healthy lifestyles: Creating programming that is well-rounded and encourages
participation will help increase the health of seniors in the community as well as increase their
quality of life by creating not only opportunities for them to be physically active, but also
opportunities for them to be social in these programs.
3. It will promote community engagement: Understanding the role of physical literacy in recreation
for seniors will help create safer more inclusive programming environments where people feel
comfortable to participate.

Literature Review
Overview of Physical Literacy
Physical Literacy was introduced in Canada over 30 years ago (IPLA, 2021). For this research,
the definition of physical literacy from the International Physical Literacy Association (IPLA) will be
followed: “Physical literacy can be described as the motivation, confidence, physical competence,
knowledge, and understanding to value and take responsibility for engagement in physical activities for
life” (IPLA, 2021).
The Vancouver Parks Board has created a framework for recreation called VanPlay, which lists
its purpose as ensuring that all people in Vancouver have “the opportunity to partake in social, cultural,
and recreational activities to acquire physical literacy skills, to express and enjoy culture, and to connect
with the community” (City of Vancouver, 2020). Many municipalities are including physical literacy in
their strategic plans and more municipalities are realizing the importance of promoting physical activity
for life.

6

Overview of the Importance of Introducing Physical Literacy to Seniors
In 2021, 50.7% of Canadian seniors aged 65 and older reported getting at least 150 minutes of
physical activity per week (Government of Canada, 2023). Additionally, on average between 2018 and
2019, people in the 60-79 age bracket reported only getting 20 minutes of physical activity per week
(Government of Canada, 2021).
A focus on physical literacy among seniors can help encourage long-term participation in
physical activity (Jones et al., 2018). After the age of 65, health begins to decline at a more rapid rate. To
help participants continue to participate in physical activity, environments must be safe and provide
opportunities for people to engage without worrying about being judged (Cairney, 2019). According to
the Centre for Disease Control and Prevention, regular physical activity is not only good for the heart and
muscles, but it is good for the brain too. Regular physical activity can help clarify thinking, increase
problem solving abilities, and improve emotional balance along with improving memory and reducing
anxiety and depression. As well as this, regular physical activity is found to “reduce your risk of cognitive
decline, including dementia. (Centres for Disease Control and Prevention, 2023).
Sport for Life Canada has developed the Sport for Life Framework for Long-Term Development
in Sport and Physical Activity. This model is an 8-stage pathway to guide a participant through an active
lifestyle with a focus on physical literacy. The stages include Active Start, FUNdamentals, Learn to Train,
Train to Train, Train to Compete, Train to Win, Competitive for Life, and Fit for Life. The final stages of
this mode revolve around the Active for Life stage (Cairney, 2019). This is the most important stage for
this research as the goal of physical literacy programs for seniors is to keep them active and fit for life.
Overview of How the Success of Physical Literacy Programs Is Measured
There are multiple ways to measure program outcomes and success, and depending on the
program or municipality, different tools may be used. Throughout this research, it has been discovered
that the most significant and impactful way to measure the success of physical literacy programs for
seniors is by using the model by Jones et al. Their model focuses on five areas that are measured to
understand the success of a physical literacy program for seniors. These areas include policy, community,
organizational, interpersonal, and intrapersonal (Jones et al., 2018). All these areas fall under the Life
course continuum - cycling in and out (Jones et al., 2018). The Life Course Continuum relates to Life
Course Theory which looks at health as an integrated continuum where biological, behavioral,
psychological, social, and environmental factors interact to shape health outcomes across the course of a
person’s life” (Florida Health, 2021).

7

Essentially, this model advocates for healthy aging initiatives to be available from all recreation
providers. It assesses whether a sense of community is being established through the physical activity
programs, if they are creating meaningful experiences, if strong relationships are being built, and most
importantly if these physical literacy experiences are increasing confidence, physical competence,
knowledge, motivation, and understanding, as well as increasing engagement in physical activity (Jones et
al., 2018).
Gaps or Challenges that Exist Within the Delivery of Physical Literacy Programs to Seniors
In a study conducted by Active Aging Canada, it was discovered that 74% of older adults had
never heard of the term physical literacy; however, 82% of those interviewed expressed interest in
learning more about physical literacy (Stathokostas et al., 2020).
There is an opportunity to promote physical literacy among older adults; however, this promotion
may require a change in strategy or terminology from what might be used for children and youth to what
would be appropriate for reaching the older adult audience (Stathokastas et al., 2020).
The study conducted by Active Aging Canada found that older adults would like the following to
help them understand physical literacy and to find further information about physical literacy: an easy-touse website, an email newsletter, brochures or posters in doctors’ offices, videos, seniors fairs, and more
(Stathokastas et al., 2020). To best reach seniors and teach them about physical literacy, the approach,
strategy, and terminology must first be addressed.
The Government of British Columbia and local health authorities have created a document that
serves as a great example of an approach seniors are looking for that will help them learn more about
physical literacy and physical activity. The document titled “Physical activity and physical literacy:
Adults 65+ Guidance Tool for Health Professionals”' explains physical literacy in simple and relatable
terms like “enables enjoyment and successful participation in physical activity for a lifetime” (Northern
Health Physicians, n.d.). It also uses a visual of puzzle pieces that come together to create improved
health and wellness. These puzzle pieces include motivations, movement competence, confidence, and
knowledge and understanding. All these pieces are focused on physical literacy and together can improve
health and wellness (Northern Health Physicians, n.d.).
A study conducted by Ageing & Society found that staying active later in life can uncover many
different experiences and feelings for seniors. Seniors believe that being active isn’t just about their body,
but about being conscious and reflective of themselves. Despite recognizing the benefits of regular
physical activity later in life, challenges such as changes in functional capacity and societal stigma hinder

8

widespread participation. This study calls for the need for both personal and societal changes to
encourage physical activity among older adults (Grant, 2001).
Areas of Controversy
As the concept of physical literacy was introduced just over 30 years ago in 1993 (IPLA, 2021),
and has gained increased attention, there is still not a significant amount of research connecting physical
literacy and positive health outcomes. This leaves the relationship between physical literacy and its
impact on health theoretical and, in some cases, more of a holistic framework (Cornish et al., 2020). A
holistic framework means not only focusing on the physical aspect of physical literacy, but also the
cognitive, social, and emotional aspects. Because of physical literacy’s more holistic and theory-focused
development, it becomes difficult for researchers to discover any strong evidence supporting the success
of physical literacy programs in supporting long-term participation in physical activity (Edwards et al.,
2016).
Physical literacy offers a fresh and comprehensive approach to designing interventions aimed at
enhancing health through physical activity, while considering essential factors for maintaining long-term
engagement in physical activity throughout one’s life (Cornish et al., 2020). It is encouraged for
researchers to continue to pursue the relationship between physical literacy and physical activity to best
understand how it can be used to promote a healthy life (Cornish et al., 2020). Edwards et al suggest that
physical literacy is difficult to measure as it needs to be further operationalized. With time and more
research, different ideas will come forward, and some of the same ideas will resurface, which will provide
researchers with insights into the success of implementing physical literacy programs and increasing
participation in physical activities for life (Edwards et al., 2016). It is also challenging to measure
physical literacy as people benefit from learning about physical literacy without knowing it or being
aware of what physical literacy is.
Gaps in Literature
A persistent discrepancy in research surrounding physical literacy is the consistent focus on
physical literacy for children and youth. There is little research to support the importance of instilling the
fundamentals of physical literacy among seniors. Research done by the University of British Columbia
Okanagan interviewed 25 organizations that have adopted the principles of physical literacy. Of these 25
organizations, all of them focus on physical literacy for children 6-12, and 92% focus on children 0-5. Out
of the 25 organizations, 7 organizations or 28% stated that physical literacy opportunities for people aged
60 and above were in the works, but nothing has been solidified yet (Jakobi & McCracken, 2021, p. 7).

9

Best Practices
High Five - Principles of Healthy Aging (PHA)
High Five - Principles of Healthy Aging is a training program that has been adopted by many
recreation organizations that offer programming for seniors. It consists of a series of modules focusing on
providing organizations with the best possible resources to create beneficial programming for seniors. On
the first day of training, the focus is on topics including physical literacy. In the second module,
participants learn about policies and procedures. In the third module, the importance of teaching physical
literacy to promote long-term participation in physical activity is emphasized (Principles of Healthy
Aging, n.d.). This training is available for all to take and is highly encouraged for recreation professionals
who offer physical activity programs for seniors. Several provincial parks and recreation organizations
encourage this training including, Parks and Recreation Ontario, Recreation Nova Scotia, Alberta
Recreation and Parks Association as well as the BC Recreation and Parks Association.
Summary
Research indicates there is importance for promoting physical literacy to help sustain physical
activity among seniors aged 65-80. Canadian seniors are encouraged to attain at least 150 minutes of
physical activity a week to help improve their heart and muscles as well as reducing their chance of
cognitive decline, for example, with dementia and Alzheimer’s disease. This outlines an importance for
recreation providers to provide safe spaces where seniors are taught how to properly be able to participate
in physical activity throughout life. Although physical literacy is mainly promoted for children and youth,
this research emphasizes the need for tailored approaches to promote physical literacy among seniors,
aiming to ensure their sustained engagement in physical activity for improved health and well-being.

Methodology
Three different methods of primary research were used to help determine how the City of
Vancouver can support seniors to more actively participate in physical activity through physical literacy
programs and how that can impact their long-term commitment to regular physical activity. Please refer
to the Appendix for interview details, observation details and content analysis findings.

Interviews

10

Interviews serve as a means to collect information from individuals closely connected to the
research topic. As part of this study, interviews were conducted with two Recreation Programmers, one
Community Health Specialist, and will include an interview with a Human Kinetics Instructor. These
conversations provide valuable and comprehensive insights into recreational programs. Engaging with
individuals in various roles and riches the depth of analysis and sheds light on the contextual significance
of the subject within community recreation.
The two Recreation Programmers were chosen for their direct involvement in designing programs
for seniors within the Vancouver Park Board. Their insights were sought to shed light on the challenges
they encounter in promoting physical literacy opportunities in their work. The Community Health
Specialist, serving as the head of a physical literacy working group and possessing a background in health
education, was selected to leverage her expertise and share her knowledge and leadership in these areas to
help impact the findings of this study. Lastly, the Human Kinetics Instructor was included due to her
extensive advisory roles for municipal recreation organizations’ strategic plans, particularly regarding
physical literacy and physical activity. Her insights are deemed valuable in guiding the research toward
actionable recommendations within the realm of physical literacy promotion.
The selection of interviewees were contacted by email to inform them about the research project
and to request their participation in interviews. Once the staff confirmed their interests, details such as
timing, dates, and interview formats were finalized. Whenever feasible, interviews were conducted in
person; otherwise, they were conducted via Zoom or teams. Each interviewee was provided with a set of
questions at least one day before the scheduled interview. Each interviewee was briefed on the research
topic before being asked 18 open-ended and unbiased questions. Responses were recorded both via voice
notes and in written form.
Please refer to Appendix 1A for interview details, 1B for interview questions and 1C for interview
transcripts
Interview Details
Interview 1 - Kate Lee (Recreation Programmer 1) In-Person
Date: Wednesday March 6 @ 2:00pm
Interview 2 - Ali Funk (Community Health Specialist) via Zoom
Date: Thursday March 7, 2024 @ 11:15am
Interview 3 - Michelle Stebnicki
Date: Thursday March 7, 2024 @ 2:00pm
11

Interview 4 - Heather MacLeod Williams (Human Kinetics Instructor) via Zoom
Date: Tuesday March 12, 2024 @ 10:30am
General Public Observations
Throughout this research, four different programs were observed, all of which were instructor-led
and provided by the Vancouver Park Board. Three of these programs were part of the All Bodies
Community Program, characterized by its inclusive, choice-based approach to community-anchored
health and wellness. The fourth program was a fitness program offered at the Killarney Community
Center. This observational method allowed for an in-depth exploration of the programs and services
offered by the Vancouver Park Board. It provided insights into the instructional methods, curriculum
content, and the factors contributing to the program’s continued popularity across seasons.
Prior to observing these programs, a checklist was developed to guide the observations. This
checklist was constructed based on the Long-Term Development of Sport and Physical Activity Model by
Sport for Life, providing a framework for assessing the successful promotion of physical literacy in senior
programs. The observations focused on various aspects including program structure (ie, duration,
instructor involvement, attendance, and methods for measuring outcomes) as well as how instructors
adapted programming to accommodate participants of diverse skill levels. Field notes were taken to
document interactions between instructors and participants, observations of skill development,
modifications made, and the importance of learned skills for safe physical activity and healthy aging.
The programs observed included:
1. Active & Strong on Sunday March 3, 2024, at Douglas Park CC - Active and Strong is a program
offered by the ABC program with the Vancouver Park Board. It is a drop in program that runs
every Sunday morning from 10-11am at Douglas Park CC. The program is 1 of 36 ABC
programs offered across Vancouver weekly. The program is open to participants with limited
mobility who are looking to move their bodies without the traditional pressures of having to over
perform in a workout class. The program is modified for each individual to give them the best
possible workout for their abilities.
2. Recumbent on Tuesday March 6, 2024, at Kensington CC - Recumbent is a program offered by
the ABC program with the Vancouver Park Board. This is a special status program that is by
invitation only and runs every Tuesday night from 5-6pm at Kensington CC. Participants in this
program are generally recovering from major surgeries like knee or hip replacements or have very
limited mobility, sometimes needing a wheelchair. This program is hosted in the Fitness Centre at
Kensington CC and is designed to have participants using Fitness Centre Equipment while this
12

Instructor roams around and gives feedback or shows participants how to use the equipment
safely. The Fitness Centre is closed during this time and windows are covered to help participants
feel as comfortable as they can.
3. Strength & Core on Tuesday March 6, 2024, at Kensington CC - Strength and Core is a program
offered by the ABC program with the Vancouver Park Board. It is run every Wednesday night
from 6-7pm at Kensington CC. It is an instructor led program that focuses on stationary
movements that zero in on stability, core strength, and upper body strength. There is a huge focus
on preparing participants for falls in the future by getting them on the floor for exercises and
having to get back up after.
4. ActivAge on Wednesday March 7, 2024, at Killarney CC -The ActivAge program is a threemonth program that runs every Wednesday afternoon from 3:45-4:45 pm at Killarney CC. This
program is aimed at older adults who are not consistently active. It is designed to introduce them
to the benefits of physical activity and to encourage them to incorporate it into their daily
routines. ActivAge is a BCRPA program and is led by BCRPA registered Fitness Leaders who
have a specialty for older adults. ActivAge focuses on physical activity specifically tailored for
older adults while focusing on social interactions and overall health.
Please refer to Appendix 2A for observation details and 2B for an observation checklist with field notes.
Content Analysis
Content analysis involves examining documents, statistics, data, and other materials relevant to
the research topic. As part of this study, an analysis of documents such as the Vancouver Sport Strategy,
Physical Literacy in BC Scan, Sport for Life - Active for life: Durable Design Document, and the British
Columbia Physical Activity Strategy Status Update Report have been conducted. This method of research
provides deeper insights into the statistics, strategies, and frameworks available to guide recreation
professionals in effectively serving seniors and promoting physical literacy.
A content analysis tracking sheet was developed to outline the sections of the documents to be analyzed
and compared with the research and other documents. These documents were analyzed to understand their
objectives, communications patterns, and their relevance to the City of Vancouver's efforts in promoting
physical activity through physical literacy for seniors. Specifically, the following documents were
selected for analysis:
1. Vancouver Sport Strategy - This outlines the City of Vancouver's integral role within the local
sports community, serving as a blueprint for fostering health and wellness partnerships. Its
primary objectives include promoting inclusivity, leveraging sports as a tool for community
13

building, and positioning Vancouver as a leading sports destination. Comprising six strategic
goals, the document aims to enhance various facets of sports engagement and infrastructure
including: strengthened interactions, physical literacy for all, active for life, enhanced excellence,
quality facilities for participation and performance, and recognizing Vancouver as a premier
event destination (City of Vancouver, 2008).

2. Physical Literacy in British Columbia Scan - This document, crafted by the BCRPA, serves as a
comprehensive overview of the findings from a thorough scan of physical literacy opportunities
throughout British Columbia. Its purpose is to highlight the extent of engagement by recreation
organizations in promoting physical literacy, share best practices observed in the field, and
provide actionable recommendations to further promote physical literacy initiatives. With this
document, the BCRPA aims to facilitate collaborations, knowledge-sharing, and continuous
improvement in the promotion of physical literacy across the province (Scott, 2015).

3. Sport for Life: Active for Life: Durable by Design - This document provides insights into the
Active For Life stage of the Sport for Life Long-Term Development of Sport and Physical
Activity Model. Its purpose is to define how maintaining physical literacy throughout life can
effectively address various challenges associated with aging. Within its content, readers will find
valuable information detailing the significance of the Active for Life stage within the broader
framework of the Sport for Life Model. Specifically, the document highlights the importance of
sustaining physical literacy as individuals age and how it can positively impact their overall wellbeing (Sport for Life, 2023).

4. British Columbia Physical Activity Strategy Status Update Report- This document reflects the
second update to the Active People, Active Places: BC Physical Activity Strategy, originally
launched in 2015. Serving as a comprehensive ten-year roadmap for promoting physical activity
throughout British Columbia, its primary focus is on highlighting the critical role of physical
literacy across all age groups, with a particular emphasis on physical literacy among seniors. This
document seeks to create a supportive system where diverse stakeholders can come together to
develop and implement strategies that effectively promote physical literacy in communities
across BC (BC Ministry of Health, 2020).
Please refer to Appendix 3A for content analysis details, 3B for content analysis tracking
14

sheets and 3C for content analysis field notes.
Research Reflection
It became evident that there has been a longstanding emphasis on physical literacy programs for
school-aged children, with only a recent shift towards extending the focus to encompass all age groups.
Consequently, encountering research specifically addressing physical literacy across various age
demographics posed some challenges.
Securing input from professionals specializing in physical literacy proved to be a challenging
task. However, it was deemed crucial to gather perspectives from experts outside the Vancouver Park
Board to inform recommendations for enhancing the board's physical literacy initiatives.
Despite initial challenges, the endeavour to locate relevant research related to the senior age
category and to engage professionals specializing in physical literacy proved fruitful. Both efforts yielded
substantial knowledge and expertise, significantly enriching the understanding of this topic.

Research Findings and Analysis
Physical Literacy is Important for All Ages.
Physical literacy is essential for seniors as it significantly impacts various aspects of their wellbeing and quality of life. Firstly, prioritizing physical literacy contributes to an enhanced quality of life
among seniors. By engaging in regular physical activity and movement-based exercises tailored to their
abilities and interests, seniors experience increased energy levels, reduce stress, and improve movement,
leading to a more fulfilling and enjoyable lifestyle.
Secondly, physical literacy plays a crucial role in maintaining and improving seniors' physical
abilities. Through targeted exercises focused on strength, flexibility, balance, and coordination, seniors
can preserve their mobility, reduce the risk of falls, and maintain functional independence. This enables
them to perform daily tasks with ease and confidence, enhancing their overall quality of life.
Furthermore, physical literacy is closely linked to cognitive health and seniors. Engaging in
regular physical activity has been shown to enhance cognitive function, including memory and attention.
By promoting physical activity, this can help protect against cognitive decline and may reduce the risk of
developing conditions such as dementia, enabling seniors to maintain their cognitive health, and
independence as they age.

15

In conclusion, physical literacy is essential for seniors as it enhances their quality of life,
improves physical abilities, supports cognitive health, and promotes independence. By recognizing and
prioritizing physical literacy, seniors can enjoy a higher quality of life and remain physically active,
healthy, and independent well into their later years.
There is No Strategy for Physical Literacy Implemented by the Vancouver Park Board.
Through a combination of interviews and content analysis, it has come to light that the Vancouver
Park Board lacks a dedicated strategy for promoting physical literacy, and it is not a central focus in any
strategic plan or sports planning initiatives.
Upon reviewing the Vancouver Sports Strategy, it became evident that the strategy is outdated
and primarily emphasizes physical literacy for children. Similarly, in VanPlay, Vancouver's Master Plan
for Parks and Recreation, physical literacy receives minimal attention, mentioned only once throughout
the entire document.
Interviews with the two Recreation Programmers reveal the lack of awareness regarding strategic
plans or initiatives promoted by the Vancouver Park Board, indicating a gap in promoting physical
literacy throughout the organization.
External content analysis from government resources, coupled with interviews with healthcare
and physical literacy professionals, highlighted a consensus urging municipalities to incorporate a broader
focus on physical literacy for all ages, including seniors, into their strategic plans. This aligns with the
overarching goal of promoting lifelong health and wellness within communities.
Overall, these findings underscore the need for the Vancouver Park Board to prioritize and
integrate physical literacy initiatives into its strategic planning processes, ensuring inclusivity and
accessibility for individuals of all ages and abilities across the city.
Some Programmers are implementing physical literacy for Seniors,
Through interviews with recreation professionals, a consensus has emerged regarding the
significance of physical literacy for seniors. Programmers expressed their awareness of the importance of
physical literacy for individuals of all ages and consequently integrate these principles into their
programs. However, it's notable that this integration is often driven by individual initiative rather than
encouragement or promotion from the Vancouver Park Board as a whole.
Many programmers diligently incorporate physical literacy principles into their fitness programs,
recognizing the impact of seniors’ overall well-being and quality of life. Nevertheless, there are

16

discrepancies across programs, with not all being equally informed or proactive in promoting physical
literacy among seniors. Despite the commendable efforts of some, a noticeable gap in awareness and
implementation persists within the recreation sector. Addressing this gap requires concerted efforts to
raise awareness and provide support for promoting physical literacy among seniors across all recreation
programs.

Recommendations
Redesign and Revamp the Focus for Physical Literacy Initiatives and Strategies
It is imperative for the Vancouver Park Board to revisit and revamp its strategy for physical
literacy to ensure inclusivity and effectiveness in promoting lifelong health and wellness among all age
groups, including seniors. The current lack of a dedicated strategy and minimal attention to physical
literacy within existing plans, such as the Vancouver Sport Strategy and VanPlay, underscores the need
for immediate action.
Firstly, the Vancouver Park Board should prioritize implementing a comprehensive and up-todate strategy specifically focused on promoting physical literacy across all age demographics. This could
be a section that is added to VanPlay. This strategy should encompass a broad range of initiatives aimed
at raising awareness, providing resources, and fostering partnerships to promote physical literacy among
seniors and other community members.
Additionally, the Vancouver Park Board should actively engage with recreation professionals,
healthcare professionals, and physical literacy experts, like Heather MacLeod-Williams, to gather
insights, share best practices, and identify areas for improvement in promoting physical literacy
initiatives. Collaboration and consultation with external stakeholders will ensure that the strategy reflects
the diverse needs and perspectives of the community.
Furthermore, ongoing monitoring and evaluation of the strategies’ implementation and impact are
essential to measure progress, identify successes, and address any challenges or barriers encountered
along the way. Regular review in an adaptation of the strategy based on feedback and outcomes will
ensure its continued relevance and effectiveness in promoting physical literacy for seniors and the broader
community.
By taking these proactive steps, the Vancouver Park Board can reaffirm its commitment to
promoting physical literacy and ensure that seniors have access to the resources and support they need to
lead active, healthy, and fulfilling lives well into their later years.
17

Implement Physical Literacy Training for Those Running Programming
Recently the Vancouver Park Board has implemented High-Five training for all staff and
contractors working with the Vancouver Park Board. Once this implementation is complete, a focus of
theirs should shift to promoting physical literacy training for staff. A suggested training is the Physical
Literacy Leader - Level Course. This course is designed to promote the understanding of physical literacy
concepts and to equip “front line workers with the competence to advocate for the development of
physical literacy in their communities” (Physical Literacy Leader - Level 1, 2024).
The successful promotion of physical literacy for seniors within recreation heavily relies on the
knowledge and understanding of physical literacy among those leading the programs. Physical literacy
encompasses not only the physical aspects of movement, but also the cognitive, emotional, and social
dimensions associated with engaging in physical activity. Program leaders need to grasp the holistic
concepts to design activities that cater to seniors' diverse needs and abilities.
Understanding physical literacy enables program leaders to create tailored programs that not only
encourage physical activity, but also promote confidence, motivation, and a sense of belonging among
participants. It allows them to design activities that are inclusive, adaptable, and engaging for seniors of
varying fitness levels and backgrounds.
Furthermore, a solid understanding of physical literacy equips program leaders with the ability to
effectively communicate the benefits of physical activity to seniors, motivating them to participate and
adhere to the programs. It also empowers them to incorporate evidence-based practices and strategies for
promoting physical literacy within their programs, leading to more impactful outcomes for participants.
In summary, without a foundational understanding of physical literacy among program leaders,
recreation organizations may struggle to design and implement effective programs that truly promote
physical literacy for seniors. Therefore, investing in education and training for physical literacy for
program leaders is essential for the success of such initiatives.

Survey the Vancouver Seniors Community to Understand Their Physical Activity Preferences
Heather MacLeod-Williams points out a common challenge faced by many recreation
organizations: reaching and engaging seniors who are currently inactive. She emphasizes that one of the
reasons for seniors' inactivity might be the lack of access to the types of programs they desire (MacLeodWilliams, 2024). This could be due to various factors such as program availability, scheduling conflicts,
or even a lack of awareness about the programs offered. By surveying to assess seniors’ preferences and
18

needs, the Vancouver Park Board can tailor its programs to not only increase participation but also
promote physical literacy among seniors.
To address this issue, it is recommended for the Vancouver Park Board to implement a survey as
a proactive approach for the Vancouver Park Board. This survey would aim to gather valuable insights
directly from seniors about their preferences, interests, and needs regarding physical activity programs.
For example, the survey could inquire about seniors' interests in various types of physical activities, such
as walking groups, strength training classes, or balance and flexibility exercises. Understanding seniors'
preferences can help the Park Board design programs that cater to different aspects of physical literacy,
such as improving movement skills, building confidence, and increasing motivation to stay active, while
offering programs that are enticing and exciting for seniors.
Furthermore, the survey could gather information on seniors' perceived barriers to participation in
physical activity, such as the price of programming, accessibility to programming or program offerings.
By addressing these barriers, the Park Board can make its programs more inclusive and accessible to
seniors of all abilities, thereby ensuring that everyone has the opportunity to engage in regular physical
activity and learn about physical literacy.
In summary, implementing a survey to understand seniors’ desires for physical activity programs
will help increase participation and promote physical literacy to those who are inactive by tailoring
programs, considering seniors’ preferences, addressing barriers, and fostering a supportive environment
for lifelong physical activity.
Apply to the Active Aging Society to become an organization that offers Choose to Move
A straightforward and efficient approach for the Vancouver Park Board to begin promoting
physical literacy among seniors is by partnering with the Active Aging Society to adopt the Choose to
Move Program. This program, as discussed in interviews with Heather MacLeod-Williams, is specifically
designed to inspire and support seniors in their physical activity journey while fostering a sense of
community. Notably, Choose to Move prioritizes the social aspect of physical activity and empowers
seniors to tailor their movement preferences, intensity levels, and participation according to their
individual needs and interests. Supported by research from the University of British Columbia's Active
Aging Research Team, this program is evidence-based and proven effective in promoting healthy aging.
What sets Choose to Move apart is its accessibility and cost-free nature, making it highly
accessible to seniors of all backgrounds. By eliminating financial barriers and providing flexibility and
movement choices, the program encourages seniors to engage in physical activity, whether they are
continuing their active lifestyle or embarking on a new fitness journey.
19

Currently, the Choose to Move program operates in three community centers in Vancouver, but
its potential impact could be amplified by expanding it into a city-wide initiative under the umbrella of
the Vancouver Park Board. Such a move would ensure that seniors across the city have equitable access
to this valuable resource and that the benefits of physical literacy are maximized for the entire senior
population.
In conclusion, it is recommended that the Vancouver Park Board pursue a partnership with the
Active Aging Society to implement the Choose to Move programs citywide. By doing so, the Park Board
can play a pivotal role in promoting physical literacy among seniors and fostering a healthier and more
active aging population across Vancouver.
Conclusion
In conclusion, it is evident that addressing the questions of how the City of Vancouver can boost
the confidence of seniors aged 65-80 to actively engage in physical activity through physical literacy
programs and how focusing on physical literacy can impact the long-term sustainability of their
commitment to regular physical activity is important.
With seniors representing 17% of Vancouver’s population and being encouraged to achieve 2.5
hours of physical activity a week by the Canadian Government, promoting physical literacy can
significantly increase their motivation, confidence, and physical competence. However, despite the
Vancouver Park Board’s efforts to promote physical activity, the absence of a specific focus on physical
literacy hinder the effectiveness to fully engage seniors. Recognizing the proven benefits of physical
literacy on senior’s physical, cognitive, and emotional health, there’s a crucial need to close the
knowledge gap among seniors and prioritize physical literacy initiatives across all age groups.
To address these challenges, recommendations include redesigning strategies, implementing
training, surveying seniors’ preferences, and partnering with organizations like Active Aging Society to
offer programs such as Choose to Move. By revamping existing strategies to prioritize physical literacy,
the Vancouver Park Board can ensure inclusivity and effectiveness in promoting lifelong health and
wellness among all age groups, including seniors.
Implementing comprehensive training for staff and contractors running programming will equip
them with the necessary skills to adequately promote physical literacy among seniors. Additionally,
surveying seniors’ preferences will provide valuable insights to tailor programs and increase participation.
Partnerships with organizations like the Active Aging Society can expand the reach and impact of
physical literacy initiatives among seniors across Vancouver.

20

Overall, in recent years, there has been a noticeable transition towards a more inclusive approach
to promoting physical literacy throughout British Columbia. This shift involves a broader focus on
promoting physical literacy for individuals of all ages, reflecting on a growing recognition of its
significance in fostering lifelong health and wellness. By embracing this approach, the City of Vancouver
can take proactive steps to ensure that Vancouverites are equipped with the necessary skills and
knowledge to engage in physical activity across their lifespan. This approach not only promotes
individual well-being, but also contributes to the improvement of a healthier and more vibrant community
overall.

References
BC Ministry of Health. (2020, December). British Columbia Physical Activity Strategy Status Update
Report 2020. Government of BC. https://www2.gov.bc.ca/assets/gov/health/managing-yourhealth/physical-activity/active-people-active-places-2020-status-update-report.pdf (List B)
21

Cairney, J., Dudley, D., Higgs, C., Jurbala, P., Mitchell, D., & Way, R. (2019). Developing
Physical Literacy: Building a New Normal for all Canadians. Physical Literacy.
https://sportforlife.ca/wp-content/uploads/2019/09/DPL-2_2021.pdf (List B)
Centers for Disease Control and Prevention. (2023, February 24). Physical Activity Boosts Brain
Health. Centers for Disease Control and Prevention. https://www.cdc.gov/nccdphp/
dnpao/features/physical-activity-brainhealth/index.html#:~:text=It%20can%20improve%20memory%20and,of%20cognitive%20declin
e%2C%20including%20dementia. (List B)
Choose to Move. (2023). https://choosetomove.ca/ (List B)
City of Vancouver. (2008, May). Vancouver Sport strategy. Vancouver.ca.
https://vancouver.ca/files/cov/Vancouver-Sport-Strategy.pdf (List B)
City of Vancouver. (2020, October). Van Play Framework. Vancouver.ca. https://vancouver.ca
/files/cov/vanplay-framework.pdf (List B)
City of Vancouver. (2021). Seniors housing strategy background and trends.
https://syc.vancouver.ca/projects/seniors-housing-strategy/seniors-housing-background.pdf (List
B)
Cornish, K., Fox, G., Fyfe, T., Koopmans, E., Pousette, A., & Pelletier, C. A. (2020, October 19).
Understanding physical literacy in the context of health: a rapid scoping review. SpringerLink.
https://link.springer.com/article/10.1186/s12889-020-09583-8 (List A)
Curry, E. (2024, February 29). Physical literacy. Science for Sport.
https://www.scienceforsport.com/physical-literacy-why-is-it-important-and-how-can-you-improveit/ (List B)

Edwards, L. C., Bryant, A.S., Keegan, R. J., Morgan, K., & Jones, A.M. (2016). Definitions
foundations and associations of Physical Literacy: A Systematic Review. Sports Medicine, 47(1),
113-126. https://doi.org/10.1007/s40279-016-0560-7 (List A)
Exercise is Medicine Canada. (2021). Physical activity for older adults.
22

https://www.activeagingcanada.ca/assets/pdf/participants/get-active/active-agers-incanada/Physical-Activity-for-Older-Adults-2021.pdf (List B)
Florida Health. (2021, March 9). The Life Course Theory. The Life Course Theory | Florida
Department of Health. https://www.floridahealth.gov/programs-and-services/womens
-health/florida-life-course-indicator-report/life-course-theory1.html#:~:text=The%20Life%20Course%20Theory%20looks,course%20of%20a%20person’s%2
0life. (List B)
Giblin, S., Collins, D., & Button, C. (2014, June 5). Physical literacy: Importance, assessment
and Future Directions - Sports Medicine. https://link.springer.com/article/10.1007 /s40279-0140205-7 (List A)
Government of Canada - Statistics Canada. (2023, November 6). Physical activity, self reported,
adult, by age group. https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=
1310009613&pickMembers%5B0%5D=1.11&pickMembers%5B1%5D=3.1&cubeTimeFrame.st
artYear=2021&cubeTimeFrame.endYear=2022&referencePeriods=20210101%2C20220101
(List C)
Government of Canada - Statistics Canada. (2021, September 1). Canadian health measures
survey: Activity Monitor Data, 2018-2019. Government of Canada - Statistics Canada.
https://www150.statcan.gc.ca/n1/daily-quotidien/210901/dq210901c-eng.htm (List C)
Grant, B. C. (2001). “You’re never too old” Beliefs about physical activity and playing
sports In later life. Ageing & Society, 21(6), 777-798. https://doiorg.ezproxy.langara.ca/10.1017/S0144686X01008492 (List A)
International Physical Literacy Association. IPLA. (2021, March 25).
https://www.physical-literacy.org.uk/ (List B)

Jakobi, J. M., & McCracken, G. (2021, August). A community based exploration of physical
literacy in masters athletes : An older adult perspective. Open Collections.
https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0401902(List A)
Jones, G. R., Stathokostas, L., Young, B.W., Wister, A. V., Chau, S., Clark, P., Duggan, M.,
23

Mitchell, D., & Nordland, P. (2018). Development of a physical literacy model for older adults - a
consensus process by the Collaborative Working Group on physical literacy for older Canadians.
BMC Geriatrics, 18(1). https://doi.org/10.1186/s12877-017-0687-x (List A)
Lee, Kate. Recreation Programmer 1. (2024, March, 6). Personal Interview.
MacLeod-Williams, Heather. Human Kinetics Instructor. (2024, March 7). Zoom Interview.
Northern Health Physicians. Physical activity and physical literacy: Adults 65+ (n.d.).
https://physicians.northernhealth.ca/sites/physicians/files/physician-resources/physical-activityliteracy/documents/physical-activity-physical-literacy-adult-seniors.pdf (List D)
Participaction. (n.d.). Canadian Physical Activity Guidelines.
https://participaction.cdn.prismic.io/participaction/6b7f3961-0dd1-431e-9832fbd23e8eb314_participaction-canadian-physical-activity-guidelines-older-adult.pdf (List B)
Principles of Healthy Aging. HIGH FIVE. (n.d.). https://www.highfive.org/healthy-aging (List
B)
Physical Literacy. (2023, November 3). https://physicalliteracy.ca/physical-literacy/ (List B)
Physical Literacy Leader - Level 1. Sport for Life. (2024).
https://sportforlife-sportpourlavie.ca/catalog_stepwise_detail.php?c=1&cc=397 (List B)
Public Health Agency of Canada. (2019, November 7). Government of Canada. Canada.ca.
https://www.canada.ca/en/public-health/services/publications/healthy-living/physical-activitytips-older-adults-65-years-older.html (List C)
Scott, W. (2015). BCRPA Physical Literacy Scan. BCRPA.
https://www.bcrpa.bc.ca/media/50444/bcrpareport-physicalliteracy-scan.pdf (List B)
Sport For Life. (2023, May 9). Active for life: Durable by design . Sport for Life.
https://sportforlife.ca/portfolio-item/active-for-life-durable-by-design/ (List B)
Stathokostas, L., Gotz, A., & Clark, P. (2020, October). What exactly is physical literacy?
Perspective from older adults and those who work with older adults. Active Ageing Canada.
https://www.activeagingcanada.ca/assets/pdf/practitioners/physical-activityliteracy/Physical-Literacy-and-Older-Adults.pdf (List B)
24

The Canadian Society for Exercise Physiology. (2021). Adults 65+ – 24-hour movement
guidelines. 24Hour Movement Guidelines. https://csepguidelines.ca/guidelines/adults-65 (List B)

Appendices
1A. Interview Details
Interview 1 - Kate Lee (Recreation Programmer 1) In-Person
Date: Wednesday March 6 @ 2:00pm
Interview 2 - Ali Funk (Community Health Specialist) via Zoom
25

Date : Thursday March 7, 2024 @ 11:15am
Interview 3 - Michelle Stebnicki
Date: Thursday March 7, 2024 @ 2:00pm
Interview 4 - Heather MacLeod Williams (Human Kinetics Instructor) via Zoom
Date: Tuesday March 12, 2024 @ 10:30am
1B. Question Guide
1. What is your position and what are your primary responsibilities within the Recreation/Health
Field?
2. How many years of experience do you have in the Recreation/Health field, and can you provide
examples of your work in this area?
3. Could you please elaborate on your experience with physical literacy, including any specific
projects or initiatives you have been involved with?
4. How long have you been familiar with the concept of physical literacy, and what role has it
played in your work?
5. Does your organization have a formal definition or framework for physical literacy, and if so, can
you describe it?
6. In what ways do you integrate physical literacy principles into your work, programs, or activities?
7. Are there any dedicated programs aimed at improving physical literacy for seniors within your
work, or is it integrated into existing programming?
8. Do you believe your organization effectively addresses the physical literacy needs of seniors, or
are there areas that may be overlooked?
9. Is there a comprehensive community strategy in place for promoting physical literacy, and if so,
what role does your organization play in it?
10. How do you think seniors could benefit from learning about physical literacy, and what are some
potential outcomes?
11. What initiatives or actions have you taken to promote physical literacy for seniors within your
organization?
12. What metrics or tools do you use to evaluate the effectiveness of physical literacy programs for
seniors?
13. What are some common challenges you encounter when developing physical literacy programs
for seniors, and how do you address them?
14. What opportunities do you see for enhancing physical literacy among seniors within the realm of
recreation?
15. What kinds of support or resources would aid you in furthering the understanding and
implementation of physical literacy?
16. Do you collaborate with external partners or organizations on physical literacy initiatives, and if
so, how?
17. How do you stay updated on developments and best practices in the field of physical literacy?
18. Is there anything else you’d like to share or discuss regarding physical literacy and its relevance
to seniors?
1C. Interview Transcripts
Interview #1
Date and time of interview
Wednesday March 6th
26

Person interviewed
Kate Lee - Recreation Programmer 1
Location interviewed
In-Person at The Creekside Community Centre
Transcript
1. What is your position and what are your primary responsibilities within the Recreation/Health Field?
Kate is the Recreation Programmer 1 for the All Bodies Community Recreation and Fitness Group (ABC)
with the Vancouver Park Board/ City of Vancouver.
2. How many years of experience do you have in the Recreation/Health field, and can you provide
examples of your work in this area?
Kate has worked in recreation since 1985 in various capacities including being a group fitness trainer and
personal trainer. She has run the ABC program since 2009.
3. Could you please elaborate on your experience with physical literacy, including any specific projects or
initiatives you have been involved with?
Kate has a wide variety of experience with physical literacy and has views physical literacy from multiple
lenses. These experiences include being a fitness professional, a parent to an elite athlete, working in
health care and being a recreation professional.
4. How long have you been familiar with the concept of physical literacy, and what role has it played in
your work?
She has been aware of physical literacy since the early 2000’s. She appreciates physical literacy's impact
on health, quality of life, community belonging, aging, resiliency, daily living/activities, work life balance
and academic support.
5. Does your organization have a formal definition or framework for physical literacy, and if so, can you
describe it?
Kate believes the awareness of physical literacy across the Vancouver Park board is low and is not
embedded in their organization. Some individuals follow the sport for life model, but it is not mandatory
across programming.
6. In what ways do you integrate physical literacy principles into your work, programs, or activities?
Kate implements physical literacy in program development, patron education, and contractor on-boarding.
She says while it’s implemented and encouraged, it could be more specific.
7. Are there any dedicated programs aimed at improving physical literacy for seniors within your work, or
is it integrated into existing programming?
Physical literacy is incorporated into existing programming through group games, team training and
program criteria.
8. Do you believe your organization effectively addresses the physical literacy needs of seniors, or are
there areas that may be overlooked?
27

Physical literacy is often overlooked within the City of Vancouver. If it is mentioned, it generally
pertains to children and youth and never seniors or adults.
9. Is there a comprehensive community strategy in place for promoting physical literacy, and if so, what
role does your organization play in it?
The All Bodies Community Program has a community wide strategy for adults/seniors which includes
physical literacy. This is shared among participants and instructors
10. How do you think seniors could benefit from learning about physical literacy, and what are some
potential outcomes?
Everyone can benefit from physical literacy, especially seniors who are often overlooked when it comes
to physical literacy. Introducing them to physical literacy can make everything they do more meaningful
when they understand why they do it. It can contribute to intrinsic motivations and ongoing motivation to
continue moving and being active throughout their entire lives.
11. What initiatives or actions have you taken to promote physical literacy for seniors within your
organization?
Kate's focus is meeting the goals outlined in the Vancouver Park Board Strategic Plan called VanPlay.
That document specifically states a goal is to expand the existing "All Bodies Community - ABC"
recreation program, which supports programming to encourage physical activity by all. ABC hosts
specialized workshops, online learning, events and social opportunities.
12. What metrics or tools do you use to evaluate the effectiveness of physical literacy programs for
seniors?
Qualitative measures include: soliciting feedback from participants and presenting workshop evaluations.
Patrons often share their personal success stories from the program which help encourage ABC staff that
what they are doing is working.
Quantitative - for some of the ABC programming, there are pre and post program outcome
13. What are some common challenges you encounter when developing physical literacy programs for
seniors, and how do you address them?
Personal mindset in terms of varying perspectives on aging and what is normal and the way it is managed
gradually builds trust, rapport and credibility (relationships) to create an environment where folks can
learn when they're ready. This evolution and understanding of the impacts of physical activity on an aging
body are imperative for ongoing client engagement and retention.

14. What opportunities do you see for enhancing physical literacy among seniors within the realm of
recreation?

There are opportunities for seniors including sport and fitness within recreation. Some examples include
pickleball and zumba gold. The ABC program offers multiple ways to participate in and learn more about
physical activity while aging. Some ABC programs that encourage this include walking soccer, multi
sport and strength & core.
15. What kinds of support or resources would aid you in furthering the understanding and implementation
of physical literacy?

28

If the City of Vancouver continues to not prioritize or strategize the benefits of physical literacy for all,
including its impact on chronic health conditions, activities of daily living or quality of life, the
implementation of physical literacy within programming for the Vancouver Park Board will continue to
be a challenge.

16. Do you collaborate with external partners or organizations on physical literacy initiatives, and if so,
how?

The ABC program partners with multiple organizations that promote physical literacy including
Vancouver Coastal Health, Various healthcare providers, various academics from UBC and SFU and the
Vancouver School Board.

17. How do you stay updated on developments and best practices in the field of physical literacy?
Kate believes it's important to continue education. She does this by reading literature and monitoring what
other municipalities and recreation providers are doing. She participates in online education and
workshops. She attends conferences, participates in research and collaborates with experts in the
recreations/health field.

18. Is there anything else you’d like to share or discuss regarding physical literacy and its relevance to
seniors?

Kate believes in training the movement and the value of the movement not training the muscle.
She believes it's important to constantly evolve our methods of ways to engage participants especially
those who are reluctant to participate and those who are part of equity deserving populations to create
physical activity opportunities for them to value and participate in.
She said it's important to note how challenging implementing physical literacy programs can be when all
stakeholders are not on the same page with how we want to encourage physical literacy within the
organization.
(Lee, 2024)
Interview #2
Date and time of interview
Thursday March 7, 2024 @ 11:15am
Person interviewed
Ali Funk - Community Health Specialist
Location interviewed
Via Teams
Transcript
1. What is your position and what are your primary responsibilities within the Recreation/Health Field?
Ali is a Community Health Specialist who specializes in nutrition and health. She is on the nutrition and
health team with Vancouver Coastal health. Her portfolio covers all of Vancouver and focuses on active

29

living. Within that portfolio she focuses on things like mental Wellness, food, climate change, physical
literacy, and other topics.

2. How many years of experience do you have in the Recreation/Health field, and can you provide
examples of your work in this area?
Ali has several years of experience working within Recreation and health. She began her journey
completing a degree in Recreation and health education. Her roles vary from working in summer camps
working with the action school team in Vancouver and promoting physical activity in schools across
British Columbia to working in New Zealand as a physical activity counselor/advisor. When coming back
to BC she became the Active Health programmer at Capilano University. She Began her current role just
over a year ago with Vancouver Coastal health.
3. Could you please elaborate on your experience with physical literacy, including any specific projects or
initiatives you have been involved with?
Physical literacy has played a role in all of her various positions throughout the last several years. Notably
she runs the physical literacy committee for Vancouver which brings together Partners who are involved
in shaping physical literacy with in Vancouver. Currently on this committee there are members from
Vancouver Coastal health, the Vancouver School board, and the City of Vancouver. They are currently
working on identifying gaps with physical literacy and identifying how to fill and best serve the
community. Once that is complete other Community Partners will be brought into this committee based
on its needs.
She is also on a team with Vancouver Coastal Health which has developed a school health promotion
project which is four lessons that are offered in elementary schools where nurses educate students on
physical literacy and how to be healthy.
4. How long have you been familiar with the concept of physical literacy, and what role has it played in
your work?
Ali has been involved with physical Literacy for several years. She first became aware of it in her
undergrad where it was a huge focus in her Recreation and health education degree. Physical literacy has
played a role in her various positions from being an instructor for physical activity programs to now
developing initiatives to help promote physical literacy in schools and communities.
5. Does your organization have a formal definition or framework for physical literacy, and if so, can you
describe it?.
Vancouver Coastal Health follows the Canadian definition of physical literacy which defines it as “the
motivation, confidence, and competence to be active for life”. Ali along with a team from Vancouver
Coastal Health are currently working on updating their physical activity strategy. This strategy was first
developed in 2018 and they are working on updating it and it will include a more in-depth framework for
physical literacy.
6. In what ways do you integrate physical literacy principles into your work, programs, or activities?

30

Vancouver Coastal Health doesn't necessarily deliver Recreation programs but focuses on community
collaboration with schools, Recreation providers, and local organizations to help put physical literacy at
the Forefront of what should be focused on within physical activity across Vancouver.

7. Are there any dedicated programs aimed at improving physical literacy for seniors within your work,
or is it integrated into existing programming?
Currently there are public health nurses who work with children and early years. There is not a focus
necessarily on adults or seniors but with this physical literacy committee they are beginning to focus on
multi-generational physical literacy to include opportunities for older adults and seniors.

8. Do you believe your organization effectively addresses the physical literacy needs of seniors, or are
there areas that may be overlooked?
She believes the Vancouver Coastal Health does not effectively address the physical literacy needs for
seniors as it stands, but with the update of their physical activity strategy, she expects there to be a more
in-depth focus on seniors and older adults.
9. Is there a comprehensive community strategy in place for promoting physical literacy, and if so, what
role does your organization play in it?
Vancouver Coastal Health follows the guiding principles of Public Health from the province of British
Columbia which includes physical literacy as well as the VCH Public Health Plan.

10.How do you think seniors could benefit from learning about physical literacy, and what are some

potential outcomes?

Ali believes that seniors are an important population that should be focused on within physical literacy
but they can often be overlooked. Teaching seniors that being active and having movement skills is part
of healthy aging and should be important as BC has a large aging population. Potential outcomes of
teaching physical literacy could include increased motivation, increased knowledge and increased
competence to help seniors feel safe and confident participating in physical activity.
11. What initiatives or actions have you taken to promote physical literacy for seniors within your
organization?
N/A
12. What metrics or tools do you use to evaluate the effectiveness of physical literacy programs for
seniors?
Provincial survey Data, like AAHS. They ask about participation in physical activity and health, but not
physical literacy. Can be challenging to measure physical literacy.
13. What are some common challenges you encounter when developing physical literacy programs for
seniors, and how do you address them?
N/A

31

14. What opportunities do you see for enhancing physical literacy among seniors within the realm of
recreation?
Physical literacy is something that should be taught and encouraged at all ages. It should be a focus in all
physical activity programs for seniors as Recreation providers have the opportunity to help seniors with
healthy aging.

15. What kinds of support or resources would aid you in furthering the understanding and implementation
of physical literacy?

Continuing to partner with organizations like the City of Vancouver would help Vancouver Coastal
Health be able to participate in creating more opportunities for seniors to join programs that focus on
physical literacy.
16. Do you collaborate with external partners or organizations on physical literacy initiatives, and if so,
how?
Sport for life is an excellent resource and partner as they are the leading experts in physical literacy in
Canada. She also collaborates with the make movement matter team with Vancouver Coastal Health as
well as organizations like the Vancouver Park board and the Vancouver School Board.
17. How do you stay updated on developments and best practices in the field of physical literacy?
Ali encourages people to join email lists from organizations like sport for life or BCRPA as they are
continuing to update physical literacy Frameworks and ideas.
She is also part of working groups including the physical activity network with Vancouver Coastal Health
and the BC active living group. She says it's important to continue connections and relationships from all
of her various roles as so much information can be learned from Professionals in the recreation and health
field.
18. Is there anything else you’d like to share or discuss regarding physical literacy and its relevance to
seniors?
She mentioned there is a physical activity Network in Vancouver who is working on implementing
physical literacy across Vancouver. She also wanted to note that oftentimes people focus on physical
activity and connect it to competitive sport or Sports in general but wanted to note that physical literacy
provides opportunity for all people to participate no matter what level they are or what their ability is.
(Funk, 2024)
Interview #3
Date and time of interview
Thursday March 7, 2024 @ 2:00pm
Person interviewed
Michelle Stebnicki - Recreation Programmer 2
Location interviewed
Via Teams
32

Transcript
1. What is your position and what are your primary responsibilities within the Recreation/Health Field?
Michelle is the Recreation Programmer 2 at the Killarney Community Centre. Her portfolio oversees
Seniors and Fitness.
2. How many years of experience do you have in the Recreation/Health field, and can you provide
examples of your work in this area?
Michelle has been working in recreation for over 30 years and has been at Killarney CC for over 13 years.
Her current role includes creating workshops, lunch programs, social events, and activities for seniors.
3. Could you please elaborate on your experience with physical literacy, including any specific projects or
initiatives you have been involved with?
Some of the programming she works on includes programs that link seniors to health resources. She
believes its sometimes difficult for seniors to access those places so she tries to bring them to the
Community Centre to make it more accessible.
A lot of the work she does with regards to physical literacy includes curating workshops for seniors that
focus on physical activity, health, physical literacy, food and how to increase quality of life as people age.
4. How long have you been familiar with the concept of physical literacy, and what role has it played in
your work?
15+ years
5. Does your organization have a formal definition or framework for physical literacy, and if so, can you
describe it?
The City of Vancouver doesn’t push a formal definition of framework for physical literacy, but Michelle
believes it should be more of a focus for all ages.
6. In what ways do you integrate physical literacy principles into your work, programs, or activities?
Physical literacy is incorporated and focused on in many fitness programs she runs as well as workshops,
and other programming.
Participants are reminded of the fundamental movements in all programming. Instructors are aware that if
someone is not doing a movement or exercise properly, they are reminded of the basic movements that
create the exercise.
7. Are there any dedicated programs aimed at improving physical literacy for seniors within your work, or
is it integrated into existing programming?

33

There are no programs that specifically focus on physical literacy. Physical literacy is incorporated into
the pre-existing fitness programs.
8. Do you believe your organization effectively addresses the physical literacy needs of seniors, or are
there areas that may be overlooked?
The Killarney Community Centre provides a wide variety of fitness and physical activity programs for
Seniors. Michelle says that it could be focused on and pushed further. She believes the Vancouver Park
Board could increase their focus on physical literacy as a whole.

9. Is there a comprehensive community strategy in place for promoting physical literacy, and if so, what

role does your organization play in it?

Not really. It is mentioned very briefly in the strategic plan and when it is mentioned, it is usually directed
at children and not at the older age groups.

10. How do you think seniors could benefit from learning about physical literacy, and what are some
potential outcomes?

When seniors are aware of physical literacy benefits could include, injury reduction, movement
awareness, higher quality of life, and increased abilities when it comes to participating in physical
activity.

11. What initiatives or actions have you taken to promote physical literacy for seniors within your
organization?

She believes they could focus more on physical literacy however, she thinks the fitness programs and
workshops they offer are a good starting spot as there are options for many skill levels.

12. What metrics or tools do you use to evaluate the effectiveness of physical literacy programs for
seniors?

It is challenging to measure physical literacy specifically. However, all participants from programs are
encouraged to fill out feedback forms at the end of their sessions to help outline what they have learned
and this is a good way to see if what is being taught is effective.

13. What are some common challenges you encounter when developing physical literacy programs for
seniors, and how do you address them?

The biggest challenge is that there is not an organizational focus on promoting physical literacy. City of
Vancouver doesn’t push it and pushes other initiatives instead that need to be met through programming.
Hopefully this can be addressed through an update in the sport strategy.

14. What opportunities do you see for enhancing physical literacy among seniors within the realm of
recreation?

Michelle believes that it could start with incorporating a focus on physical literacy in all fitness programs.
She doesn't know that physical literacy programs need to be specific, but can be incorporated into existing
programs.

15. What kinds of support or resources would aid you in furthering the understanding and implementation
of physical literacy?

34

Physical literacy training for staff would be very beneficial especially for those creating physical literacy
programs and those running them.

16. Do you collaborate with external partners or organizations on physical literacy initiatives, and if so,
how?

Yes, organizations like healthy hearts, BCRPA and Sport for Life.

17. How do you stay updated on developments and best practices in the field of physical literacy?
Going to conferences is huge. As well as receiving emails from organizations like the BCRPA as they are
always updating recreation information.

18. Is there anything else you’d like to share or discuss regarding physical literacy and its relevance to
seniors?

Michelle believes that many ages are overlooked when it comes to learning about physical literacy and
believes its just as important to learn about it as a child and later in life. As we age, we sometimes forget
about these basics we have learned earlier in life and it’s important to be reminded of them as we age to
help us avoid injury and to help keep participants engaged in physical activity.
(Stebnicki, 2024)
Interview #4
Date and time of interview
Scheduled for Tuesday March 12, 2024 @ 10:30am
Person interviewed
Heather MacLeod Williams - Human Kinetics Instructor
Location interviewed
Via Zoom
Transcript
1. What is your position and what are your primary responsibilities within the Recreation/Health Field?
Heather has two main positions. Her main position is a human kinetics teacher at Capilano University.
She teaches aging and health as well as health sociology working to connect students with older adults.
On the other part in her professional life, Heather works as a consultant and has worked with the BCRPA
and the City of Richmond on their senior strategy as well as their age friendly neighborhood strategy.

2. How many years of experience do you have in the Recreation/Health field, and can you provide
examples of your work in this area?
25+

35

3. Could you please elaborate on your experience with physical literacy, including any specific projects or
initiatives you have been involved with?
Her most notable project is working as a consultant on the Choose to move project. This project is in
collaboration with the active aging Society, to help older adults engage in physical activity. Her role in
this project is partner development and evaluation. She is currently working on how to adapt this program
for different Community groups, ethnicities, genders, abilities etc. Choose to move is implemented
through Partners as well as the bcrpa.Active aging gives funding to the partners to roll out the
programming that is part of this initiative.
Her role with choose to move also includes the following:
•
•
•
•

Collecting evaluation data from participants, organizations, and instructors to help them look at
the change this program is creating at all three levels.
Some of the changes that are noted from the evaluation data include improved balance, increased
commitment to physical activity, increased days of activity, and improved social connectedness.
Notably the activity coaches that lead the program are Fitness instructors and some have older
adults certifications through the BCRPA.
As an organization there is a recognition for the importance of physical literacy.

4. How long have you been familiar with the concept of physical literacy, and what role has it played in
your work?
Heather has been aware of the idea of physical Literacy for over 30 years, but it has only been about 12
years since federal/provincial governments have been promoting it as physical literacy and along with that
came sport for life and their promotion of physical literacy.

5. Does your organization have a formal definition or framework for physical literacy, and if so, can you

describe it?

Neither Capilano University or the choose to move initiative have a formal definition or framework for
physical literacy, however the choose to move initiative framework is to Target the inactive group of
seniors and to promote 110 minutes of physical activity per week.

6. In what ways do you integrate physical literacy principles into your work, programs, or activities?
Not only does the choose to move initiative integrate physical literacy into its programming and promotes
the benefits of physical literacy, it also focuses on the aspect of social connectedness and choicebased physical activity.
7. Are there any dedicated programs aimed at improving physical literacy for seniors within your work, or
is it integrated into existing programming?
Choose to move and active age are both dedicated programs aimed at improving physical literacy and
physical activity for seniors.
8. Do you believe your organization effectively addresses the physical literacy needs of seniors, or are
there areas that may be overlooked?
Yes, choose to move an active age are both effectively addressing physical Literacy for seniors, but there
are still challenges to reach people who are experiencing inequities, so there is still work to be done with
developing programs that work for them.

36

9. Is there a comprehensive community strategy in place for promoting physical literacy, and if so, what
role does your organization play in it?
Choose to move and active age follow the provincial physical activity strategy, which focuses on
increasing physical activity.
Most health authorities have an interest in physical activity within their strategic plans.

10. How do you think seniors could benefit from learning about physical literacy, and what are some
potential outcomes?

Not only is there the traditional benefits like improving cardiovascular aspects, and reducing injury, but
there is also something to be said about the ways in which physical literacy improves the social
connectedness for seniors. for example when seniors participate in physical activity it can help improve
their quality of life in ways like being able to get on the floor and play with their grandkids.
11. What initiatives or actions have you taken to promote physical literacy for seniors within your
organization?
Heather promotes physical literacy through choose to move and active age.
12. What metrics or tools do you use to evaluate the effectiveness of physical literacy programs for
seniors?
Evaluation is done on instructors, participants, and organizations that host the choose to move program,
and from this evaluation it is gathered that participants have increased balance, increased commitment to
physical activity and increase social connectedness.
13. What are some common challenges you encounter when developing physical literacy programs for
seniors, and how do you address them?
One of the main challenges is reaching the intended target audience, which is seniors who are inactive.
Generally there are reasons why people are inactive and the challenge is to figure those out and encourage
the inactive people to participate.
It's also challenging to use chronological age to Define abilities at the seniors age category. It's
challenging to have seniors defined as people 55 to 105 as there is such a vast range of abilities in this
group.
The choose to move initiative was created as it gives people the opportunity to choose the physical
activities they do and at what level they participate at.

14. What opportunities do you see for enhancing physical literacy among seniors within the realm of
recreation?

The opportunities are endless - But there needs to be a coordinated approach among Provincial
governments and municipal recreation.
15. What kinds of support or resources would aid you in furthering the understanding and implementation
of physical literacy?
37

Increased funding, and people who are designated for overseeing physical literacy at an organization or
agency level.

16. Do you collaborate with external partners or organizations on physical literacy initiatives, and if so,
how?
The provincial government promotes physical literacy and Heather works with their programming and
implementation.
She also works with the YMCA and the BCRPA to provide funding and develop capacity for her
programs.
There are also local partners and organizations that help her to build capacity to offer programming.

17. How do you stay updated on developments and best practices in the field of physical literacy?
Her main ways of staying updated on physical literacy include reading literature, and having
conversations with colleagues.
18. Is there anything else you’d like to share or discuss regarding physical literacy and its relevance to
seniors?
There needs to be one main provincial strategy for physical literacy that each municipality needs to
implement. They can implement it however they want, but there needs to be a common end goal. Along
with this there needs to be a mechanism and a team to take the lead on this project and Ensure it is being
followed through.
2A. Observation Details
Observation 1 - Active & Strong
Date: Sunday March 3, 2024
Location: Douglas Park Community Centre
Observation 2 - Recumbent
Date: Tuesday March 6, 2024
Location: Kensington Community Centre
Observation 3 - Strength and Core
Date: Tuesday March 6, 2024
Location: Kensington Community Centre
Observation 4 - ActivAge
Date: Wednesday March 6, 2024
Location: Killarney Community Centre
2B. Observation Checklist and Field Notes

38

Looking for:

Observation:

Environment:
• Are the participants greeted as they come in?
• Does the instructor know their names?
• What is the overall vibe in the program?
• Are participants socializing?
• Is there music?
• Does the instructor address the whole class or individuals as well?
• Does the instructor provide information about other programs or exercises for
the participants?
Connection to Physical Literacy:
“Physical literacy can be described as the motivation, confidence, physical competence,
knowledge, and understanding to value and take responsibility for engagement in
physical activities for life” (International Physical Literacy Association, 2021)
•
•
•
•
•

Is the instructor motivating the participants?
Do the participants seem confident in their abilities to participate?
Is the instructor explaining why these movements are important?
Are the participants provided knowledge to help them feel comfortable
participating in physical activity?
Are any physical literacy organizations or documents mentioned?

Structure of Program:
• Are movements considered fundamental?
• Are new movements introduced or are they movements people should know?
• Is there opportunity for modification?
Ways in which participants are encouraged to participate or continue participating in
physical activity:
• Are exercises adapted?
• Do participants seem embarrassed when adapting?
• Are participants encouraged to socialize?
• Does the instructor make them feel safe and supported?
• Are movements connected to why they are done?
• Are movements connected to everyday activities?
Observation #1
Date and time of Observation
Sunday March 3, 2024
Who/What was observed
Active and Strong is a program offered by the ABC program with the Vancouver Park Board. It is a drop
in program that runs every Sunday morning from 10-11am at Douglas Park CC. The program is 1 of 36
ABC programs offered across Vancouver weekly. The program is open to participants with limited
mobility who are looking to move their bodies without the traditional pressures of having to over perform

39

in a workout class. The program is modified for each individual to give them the best possible workout
for their abilities.
Location Observed
Douglas Park Community Centre
Field Notes:
Looking for:

Observation:

Environment:
• Are the participants greeted as they
come in?
• Does the instructor know their names?
• What is the overall vibe in the
program?
• Are participants socializing?
• Is there music?
• Does the instructor address the whole
class or individuals as well?
• Does the instructor provide
information about other programs or
exercises for the participants?

•
•

Connection to Physical Literacy:
“Physical literacy can be described as the
motivation, confidence, physical competence,
knowledge, and understanding to value and
take responsibility for engagement in physical
activities for life” (International Physical
Literacy Association, 2021)

•

Is the instructor motivating the
participants?
Do the participants seem confident in
their abilities to participate?
Is the instructor explaining why these
movements are important?
Are the participants provided
knowledge to help them feel
comfortable participating in physical
activity?
Are any physical literacy
organizations or documents
mentioned?

•

•
•
•
•

•

•

•
•
•
•

•

•

•

•

Participants are greeted as they come in.
Participants are greeted by their names from
the instructor and other participants.
Instructor is also asking questions about life
events that happened outside of the class to
each participant.
Participants are socializing and laughing.
There is an overall positive vibe in the room.
Music is playing.
Throughout the class, the instructor addresses
the class as a whole and also addresses each
participant.
Throughout the class, comments are made
about other classes, exercises, and other
health care professionals like physiotherapists
that can be beneficial to the participants.
The instructor is motivating participants by
cheering them on, encouraging them,
providing them with examples and feedback.
Participants seem confident, this shows
through participants helping with
demonstrations, participants are not afraid to
stand at the front of the class and they are
continuously moving and trying each
exercise.
The instructor constantly explains why the
movements are important and connects them
to things that happen in life like falling or
getting out of the bath.
Yes, the instructor is going into a lot of detail
to explain how to do movements and why
they are important.
No physical literacy organizations or
documents were mentioned.

40

Structure of Program:
• Is the program for the general public
or special status?
• Is the program drop-in or registered
for?
• How long is the program?
• Is it instructor-led?
• Is there opportunity for participants to
exercise on their own?

•
•

Ways in which participants are encouraged to
participate or continue participating in
physical activity:
• Are exercises adapted?
• Do participants seem embarrassed
when adapting?
• Are participants encouraged to
socialize?
• Does the instructor make them feel
safe and supported?
• Are movements connected to why
they are done?
• Are movements connected to
everyday activities?

•

•
•
•

•

•
•

•

This is a general public program.
This program is open to all members or the
public and is a drop in. The only requirement
is that participants are registered on a general
ABC list.
The program is 1 hour long.
It is instructor-led.
There is no opportunity for participants to
exercise on their own.
Exercises are easily adapted for the
participants' abilities.
No, the instructor does a good job at
explaining the movement as the most basic
version and then says if people want to
challenge themselves they can do the harder
movements, but they normalize starting with
the easy movement instead of starting with
hard, and not being able to do that.
Participants are encouraged to socialize before
and after the class.
The instructor is very present and takes the
time to work with each person to ensure they
are supported.
The instructor is constantly explaining why
the movements are importance and explains
why they can improve everyday tasks.

Observation #2
Date and time of Observation
Tuesday March 6, 2024
Who/What was observed
Recumbent is a program offered by the ABC program with the Vancouver Park Board. This is a special
status program that is by invite only and runs every Tuesday night from 5-6pm at Kensington CC..
Participants in this program are generally recovering from major surgeries like knee or hip replacements
or have very limited mobility, sometimes needing a wheelchair. This program is hosted in the Fitness
Centre at Kensington CC and is designed to have participants using Fitness Centre Equipment while this
Instructor roams around and gives feedback or shows participants how to use the equipment safely. The
Fitness Centre is closed during this time and windows are covered to help participants feel as comfortable
as they can.
Location Observed
Kensington Community Centre
Field Notes:
Looking for:

Observation:

41

Environment:
• Are the participants greeted as they
come in?
• Does the instructor know their names?
• What is the overall vibe in the program?
• Are participants socializing?
• Is there music?
• Does the instructor address the whole
class or individuals as well?
• Does the instructor provide information
about other programs or exercises for the
participants?

•
•
•
•
•
•

•

Connection to Physical Literacy:
“Physical literacy can be described as the
motivation, confidence, physical competence,
knowledge, and understanding to value and take
responsibility for engagement in physical
activities for life” (International Physical
Literacy Association, 2021)
•
•
•
•

•

Is the instructor motivating the
participants?
Do the participants seem confident in
their abilities to participate?
Is the instructor explaining why these
movements are important?
Are the participants provided knowledge
to help them feel comfortable
participating in physical activity?
Are any physical literacy organizations
or documents mentioned?

Structure of Program:
• Is the program for the general public or
special status?
• Is the program drop-in or registered for?
• How long is the program?
• Is it instructor-led?
• Is there opportunity for participants to
exercise on their own?

•

•

•

•

•

•
•

•
•

Each participant is greeted as they come in
by the instructor and the other participants.
The instructor and participants are greeting
each other by name.
It seems like the class has a very positive
and welcoming vibe.
The participants were all socializing prior
to and after the program.
No, there was no music playing.
For this class the instructor rarely addressed
the class as a whole. Generally the
instructor went around and worked with
each participant individually.
The instructor was providing additional
information about other programs, exercises
and other opportunities to improve their
health.
The instructor was constantly motivating
and encouraging the participants through
their words, examples, and feedback.
Most of the participants in this class are
recovering from injury or surgery and in
some cases lack confidence in their
movement, however the instructor does a
good job at reinstating the confidence by
explaining in depth and providing support
to each participant.
The instructor does a good job explaining
why the movements are important, why
they do these movements, and how they
impact their everyday lives.
The instructor does a good job providing
knowledge, sharing resources, and
supporting participants to help them feel
comfortable participating.
No physical literacy organizations or
documents are mentioned in this class.
This program is a special status program
and is by Invitation only.
This program is a drop-in program.
However, participants need to be registered
on the ABC General list to participate.
This program runs for an hour every week.
This program is generally designed for
participants to work at their own pace and
to work on exercises they want to work on,
however, there is an instructor there to help
each participant through their workouts.

42

Ways in which participants are encouraged to
participate or continue participating in physical
activity:
• Are exercises adapted?
• Do participants seem embarrassed when
adapting?
• Are participants encouraged to
socialize?
• Does the instructor make them feel safe
and supported?
• Are movements connected to why they
are done?
• Are movements connected to everyday
activities?

•

Yes, this program is designed for
participants to work at their own pace and
to work out the way they want to work out.

•

The instructor gives each participant
exercises or feedback on how they can use
equipment in the fitness center and they
help each participant make modifications to
movements if necessary.
Participants do not seem embarrassed at all
in this program. They are all there to
recover and to improve their mobility and
ability within physical activity.
Participants are encouraged to socialize
throughout the whole session and I believe
is something that drives these participants
to want to participate in this program.
The instructor did a great job at making
rounds in this program. They gave each
participant equal amounts of focus and
supported them through their workouts.
The instructor did a great job at connecting
movements to Everyday activities and
explaining why these movements are
focused on in this class.

•

•

•

•

Observation #3
Date and time of Observation
Tuesday March 6, 2024
Who/What was observed
Strength and Core is a program offered by the ABC program with the Vancouver Park Board. It is run
every Wednesday night from 6-7pm at Kensington CC. It is an instructor led program that focuses on
stationary movements that zero in on stability, core strength, and upper body strength. There is a huge
focus on preparing participants for falls in the future by getting them on the floor for exercises and having
to get back up after.
Location Observed
Kensington Community Centre
Field Notes:
Looking for:
Environment:
• Are the participants greeted as they come
in?
• Does the instructor know their names?

Observation:
•

Each participant was greeted by their
name by the instructor and by other
participants in the class.

43

•
•
•
•
•

What is the overall vibe in the program?
Are participants socializing?
Is there music?
Does the instructor address the whole class
or individuals as well?
Does the instructor provide information
about other programs or exercises for the
participants?

•
•

•
•

•

Connection to Physical Literacy:
“Physical literacy can be described as the
motivation, confidence, physical competence,
knowledge, and understanding to value and take
responsibility for engagement in physical activities
for life” (International Physical Literacy
Association, 2021)
•
•
•
•

•

Is the instructor motivating the
participants?
Do the participants seem confident in their
abilities to participate?
Is the instructor explaining why these
movements are important?
Are the participants provided knowledge to
help them feel comfortable participating in
physical activity?
Are any physical literacy organizations or
documents mentioned?

•

•

•

•

Structure of Program:
• Is the program for the general public or
special status?
• Is the program drop-in or registered for?
• How long is the program?
• Is it instructor-led?
• Is there opportunity for participants to
exercise on their own?

•
•

Ways in which participants are encouraged to
participate or continue participating in physical
activity:
• Are exercises adapted?

•

•
•
•

The overall Vibe seemed positive and
welcoming in the class.
Participants were encouraged to socialize
before and after the program. They
socialized within the program to a certain
extent without being disrespectful to
other participants and the instructor.
There was music played during this
program.
The instructor generally addressed the
class as a whole but helped individuals as
needed.
The instructor encouraged participants to
participate in other ABC programs.
The instructor was amazing and
continued motivating, encouraging, and
pushing participants to participate at their
desired levels.
The participants all seemed confident and
seemed like they come weekly and enjoy
the class.
The instructor was constantly explaining
why the movements are important and
provided knowledge as to why these
movements are practiced to help
participants have the proper knowledge
to feel comfortable participating.
No other physical literacy organizations
or documents were mentioned.

This is a general public program.
This program is open to all members or
the public and is a drop in. The only
requirement is that participants are
registered on a general ABC list.
The program is 1 hour long.
It is instructor-led.
There is no opportunity for participants
to exercise on their own.
Exercises were able to be adopted or
modified depending on the participants
abilities.

44

•
•
•
•
•

Do participants seem embarrassed when
adapting?
Are participants encouraged to socialize?
Does the instructor make them feel safe
and supported?
Are movements connected to why they are
done?
Are movements connected to everyday
activities?

•

•

•

•

Participants did not seem embarrassed
when making adjustments to their
exercises as the space seemed safe and
other participants were also encouraging
each other.
Participants were encouraged to socialize
prior to and after the program.
Participants were asked questions by the
instructor throughout the class and had
discussions about the exercises and
movements.
The instructor did a great job at making
participants feel safe and supported. she
was quick to jump in when participants
needed help and was fun, engaging, and
supportive throughout the whole class.
The instructor was constantly connecting
movements to Everyday activities and
connecting them to why we do these
movements to improve overall health.

Observation #4
Date and time of Observation
Wednesday March 6, 2024
Who/What was observed
The ActivAge program is a three-month program run every wednesday afternoon from 3:45-4:45 pm at
Killarney CC. This program is aimed at older adults who are not consistently active. It is designed to
introduce them to the benefits of physical activity and to encourage them to incorporate it into their daily
routines. ActivAge is a BCRPA program and is led by BCRPA registered Fitness Leaders who have a
specialty for older adults. ActivAge focuses on physical activity specifically tailored for older adults and
also focuses on social interactions and overall health.
Location Observed
Killarney Community Centre
Field Notes:
Looking for:
Environment:
• Are the participants greeted as they come in?
• Does the instructor know their names?
• What is the overall vibe in the program?
• Are participants socializing?
• Is there music?
• Does the instructor address the whole class or
individuals as well?

Observation:
•

•
•

Participants were greeted by name
from the instructor when they
entered the program.
Yes, the instructor knew each
participant's names.
The overall vibe seemed a little quiet
and participants just followed along
with the exercises.

45

•

Does the instructor provide information about
other programs or exercises for the
participants?

•
•
•

•

Connection to Physical Literacy:
“Physical literacy can be described as the motivation,
confidence, physical competence, knowledge, and
understanding to value and take responsibility for
engagement in physical activities for life” (International
Physical Literacy Association, 2021)

•

•

•
•
•
•
•

•

Is the instructor motivating the participants?
Do the participants seem confident in their
abilities to participate?
Is the instructor explaining why these
movements are important?
Are the participants provided knowledge to
help them feel comfortable participating in
physical activity?
Are any physical literacy organizations or
documents mentioned?

•

•

Structure of Program:
• Is the program for the general public or special
status?
• Is the program drop-in or registered for?
• How long is the program?
• Is it instructor-led?
• Is there opportunity for participants to exercise
on their own?

•

Ways in which participants are encouraged to
participate or continue participating in physical activity:
• Are exercises adapted?
• Do participants seem embarrassed when
adapting?
• Are participants encouraged to socialize?
• Does the instructor make them feel safe and
supported?
• Are movements connected to why they are
done?

•

•
•
•

•

•

There was little to no socializing in
this program.
There was music for a portion of this
program.
The instructor addressed the class as
a whole, but addressed individuals if
needed to correct their movements.
The instructor did not provide
information about other programs or
exercises.
The instructor was motivating
through their tone of voice and their
words of encouragement.
The participants were lacking
confidence in their movements. For
example if they could not do
something, they just stopped trying.
The instructor was constantly
explaining why the movements were
important.
The instructor did provide
knowledge to try and help
participants feel comfortable
participating, however, it seemed
like comfortability was lacking.
No physical literacy organizations or
documents were mentioned.
This program is for the general
public and is registered for a 3month period.
This program runs for 1 hour each
week and runs for 3 months.
This program is instructor led.
There is no opportunity for
participants to exercise on their
own.
Exercises were able to be adopted or
modified depending on the
participants abilities.
Participants did seem a little bit
embarrassed when having to adapt
their movements because others were
able to do the movements and they
were not.
There was little encouragement for
socialization. Not many questions

46

•

Are movements connected to everyday
activities?

•

were asked by the instructor to try
and Trigger conversation.
The instructor did a good job at
connecting movements to Everyday
activities and explaining why it's
important to do these movements for
overall health.

3A. Content Analysis Details
1. Vancouver Sport Strategy - This document outlines the role in which the City of Vancouver plays
in the sport community in Vancouver. It was designed to provide a framework for health and
wellness partnerships, to promote inclusiveness, promote sport as a community building initiative
and to define Vancouver as a premier sport destination. The document has six strategic goals
including strengthened interactions, physical literacy for all, active for life, enhanced excellence,
quality facilities for participation and performance, and recognizing Vancouver as a premier
event destination. (City of Vancouver, 2008)
2. Physical Literacy in British Columbia Scan - The BCRPA created this document to outline the
results that were found after conducting a scan of physical literacy opportunities across British
Columbia. It includes the level of engagement of recreation organizations in promoting physical
literacy, best practices to promote physical literacy and recommendations to help promote
physical literacy. (Scott, 2015)
3. Sport for Life: Active for Life: Durable by Design - This document outlines information about the
Active For Life stage of the Sport for Life Long Term Development of Sport and Physical
Activity Model. This document outlines ways in which maintaining physical literacy throughout
life can play a key role in removing some challenges that are associated with aging. (Sport for
Life, 2023)
4. British Columbia Physical Activity Strategy Status Update Report- This document is the second
update to the Active People, Active Places: BC Physical Activity Strategy that was initially
released in 2015 and is a ten-year physical activity strategy for British Columbia. This document
highlights the importance of physical literacy for all ages and encourages the promotion of
physical literacy for seniors through partnerships to help create more opportunities. (BC Ministry
of Health, 2020)
How the documents were accessed (Include date and time they were accessed)
1. Vancouver Sport Strategy was accessed March 4th from the City of Vancouver’s website.
2. Physical Literacy in British Columbia Scan accessed March 4th from the BCRPA website.
3. Sport for Life: Active for Life: Durable by Design was accessed March 8th from the Sport for
Life Website.
4. British Columbia Physical Activity Strategy Status Update Report accessed March 5th from the
Government of BC Website.
3B. Checklist
The following documents will be analyzed to:
•
•
•

Determine who created the document and why.
Determine when it was created and/or last updated.
Identify the intentions, focus or communication trends of the organization.
47

•
•
•
•

Reveal similarities and/or differences in the communication method of or approach to content
across each document.
Determine how municipal recreation is serving seniors in relation to physical literacy. What kinds
of programs, services, strategies, etc are being created? Are there recurring themes?
What type of language, visuals or other communication tactics or strategies are being used to
present this information to those who work with seniors and/or target seniors directly.
Existence of keywords and how the document operationalizes these terms.

Keywords to look out for (and the operationalization of these words)
•
•
•
•
•
•

Seniors
Confidence
Physical Literacy
Physical Activity
Actively Engage
Commitment

3C. Content Analysis Field Notes
Vancouver Sport Strategy
Who created this document? When
was it created and when was it last
updated?

•

What is the purpose of this
document?

•

It was designed to outline the Vancouver Park Boards
role in sport in Vancouver.

Intentions, focus or communication
trends of the document.

•

This document outlines the partnerships they will
partake in with regards to health and wellness, their
road to inclusiveness in sport, promoting Vancouver as
a premier sport destination, and how the Vancouver
Park Board will play a role in community building.

How is this document serving
seniors in relation to physical
literacy? What kinds of programs,
services, strategies are being
created? Are there recurring
themes?

•

A purpose of this document is to promote an active
lifestyle where everyone is able to access sport and
activity.
This document touches on Physical literacy for all,
however it mentions “All children, from all segments
of Vancouver, possess movement, sports, and decisionmaking skills to enjoy sport and physical activity for
life” (City of Vancouver, 2008) The document
mentions physical literacy but only in the contexts of
children's sports.
This document refers to the old sport for life model
where physical literacy was only related to infants.

•

•

•

This document was created by the Vancouver Park
Board.
It was created in 2008 and hasn’t been updated since.
There are talks about creating an updated version in the
next 4-5 years and making them specific to rinks,
fields, courts etc.

48

Types of Language, visuals or other
communication tactics/strategies
being used to present this
information to seniors.
Key words (how does this
document operationalize them?)

•
•

Provides plenty of Images, charts and tables.
It uses colours to identify the sections of this lengthy
document.

Seniors - This document outlines the importance of keeping
seniors active and independent later in their lives through the
active for life stage.
Confidence - “As an adult, most often comes from having
learned and practiced fundamental movement as sport skills as
a child” (City of Vancouver, 2008, p.23)
Physical Literacy - “refers to the mastering of fundamental
motor skills and fundamental sport skills” (City of Vancouver,
2008, p.36)
Physical Activity - Is something that all residents should
participate in for their entire lives. It is outlined as training and
competition that respects participants' physical, mental and
emotional development.
Actively Engage - Being confident encourages participants to
give their all when participating in physical activity.
Commitment - The likelihood of participants to continue
participating in physical activity.
Physical Literacy in BC

Who created this document? When was
it created and when was it last
updated?

•

•

This document was created by the BCRPA with
the help of 6 municipalities including Surrey,
Burnaby, Township of Langley, Chilliwack,
Kelowna and North Vancouver.
It was created in 2015 and no notes of updates are
on the document.

What is the purpose of this document?

•

The purpose of this document is to outline the role
in which recreation organizations play a role in
developing physical literacy in BC and to compare
and contrast what several municipalities in BC are
doing to support.

Intentions, focus or communication
trends of the document.

•

The focus of this document is to present the
findings of a survey that was conducted of several
municipalities to outline what they are doing to
promote physical literacy in their communities.

How is this document serving seniors in
relation to physical literacy? What
kinds of programs, services, strategies

•

This document includes older adults (60+) and
surveys whether or not municipalities promote
physical literacy for that age, and based on the

49

are being created? Are there recurring
themes?

findings encourages recreation organizations to
expand physical literacy opportunities in BC for
all ages.

Types of Language, visuals or other
communication tactics/strategies being
used to present this information to
seniors.
Key words (how does this document
operationalize them?)

•
•

Tables are used to clearly project what was
discovered through the research surveys.
This document is lacking any images, colors, or
charts to help further its clarity in promoting their
discoveries from their research.

Seniors - The term older adults is used in this document,
but it is referring to ages 60 plus.
Confidence - The comfort in which participants feel and
their likelihood to try new activities or participate.
Physical Literacy - “Physical literacy can be described as
the motivation, confidence, physical competence,
knowledge and understanding to value and take
responsibility for engagement in physical activities for
life.” (Scott, 2015)
Physical Activity - Participating in movement and
exercise.
Actively Engage - Participate in physical activity with their
full attention.
Commitment - Participating in physical activity at all
stages of life.

Sport for Life: Active for Life: Durable by Design
Who created this document?
When was it created and when
was it last updated?

•

What is the purpose of this
document?

•

•

•

Intentions, focus or
communication trends of the
document.

•

This document was created by the Sport for Life
Organization.
It was published in January 2016 and no known edits
have been made to it.
The purpose of this document is to outline the
importance of physical literacy at all ages to help
promote physical activity throughout life.
The hope of the ideas shared in this document is to
increase social connectedness, improve overall wellbeing, improve quality of life, and improve long-term
health for canadians.
A consistent intention of this document is to outline
where Canadians are with regards to their participation
in physical activity. And to outline the benefits of
continuing to participate in physical activity.

50

•

This document continuously promotes the importance
of awareness of physical literacy at all stages of life to
help promote the continuation of participation in
physical activity.

How is this document serving
seniors in relation to physical
literacy? What kinds of programs,
services, strategies are being
created? Are there recurring
themes?

•

This document advocates for seniors and for the
importance of providing them opportunities to learn and
participate in physical literacy programs.
Not many documents or organizations promote the
participation of seniors and physical literacy programs,
however, Sport for Life is a leading physical literacy
organization and there are hopes this document
encourages Recreation organizations to implement the
ideas in this document.

Types of Language, visuals or
other communication
tactics/strategies being used to
present this information to
seniors.

•

•

•

Key words (how does this
document operationalize them?)

This document uses a lot of images which show people
participating in various physical activities. What I like
about the images is that there is a lot of representation
of ages, genders, ethnicities,and abilities. I also like that
the people participating in physical activity in the
images look happy which may encourage viewers to
also want that.
The document also does a good job at using colors and
blocks to help highlight the most important information
within the document to help clearly portray their ideas
and the importance of implementing physical Literacy
for seniors.

Seniors - This document mainly uses the term older adults,
however the age range is not specifically identified.
Confidence - This term means giving seniors the tools to believe
in themselves when participating in movements whether it is in
their everyday life, or within physical activity.
Physical Literacy - “Physical literacy is the motivation,
confidence, physical competence, knowledge and understanding
to value and take responsibility for engagement and physical
activities for life.” (Sport for Life, 2023, as cited by Whitehead,
2014)
Physical Activity - “Better understanding of how to effectively
move and interact with one's physical environment.” (Sport for
Life, 2023)
Actively Engage - regular participation where the participant is
fully present and involved in the activity.
Commitment - Sustained participation in physical activity.

British Columbia Physical Activity Strategy Status Update Report

51

Who created this document? When
was it created and when was it last
updated?

•

What is the purpose of this
document?

•

•

•

Intentions, focus or communication
trends of the document.

•

•

How is this document serving seniors
in relation to physical literacy? What
kinds of programs, services,
strategies are being created? Are
there recurring themes?

•
•

Types of Language, visuals or other
communication tactics/strategies
being used to present this
information to seniors.

•

•

•

•

•

This document was created by the government of
British columbia, specifically the BC Ministry of
Health.
This document was created in 2020, but is an update
to a document that was created in 2015 with its
second update being in 2017.
The purpose of this document is to provide a status
update to the BC physical activity strategy 10-year
plan.
The initial plan was created to help increase physical
activity rates within the following communities:
Early years, children and youth, Indigenous people,
older adults and active communities.
A trend throughout this document is dividing
sections to pertain to specific communities so it is
easy to see what the area of focus is, what their goals
are, what the objectives are, and what actions have
been implemented.
The main communication trend or focus of this
document is to promote physical activity with an
emphasis on physical literacy for all ages and
communities in British Columbia.
This document has a section focused for older adults.
This document aims to build physical literacy and
BC through education, training, and mentorship for
all ages.
A main focus in this document is to “ build capacity
within the community to offer inclusive, flexible,
choice-based opportunities for older adults of all
abilities to be physically active and to enhance their
physical literacy” ( BC Ministry of Health, 2020, p.
18)
This document is divided into sections for each age
group that is focused on.
Within the section there are tables which outlines the
objectives for this plan as well as the approaches for
how they will achieve the objectives for each age
group.
There is a significant use of images throughout this
document with representation of all ages, ethnicities,
genders, and abilities. People appear happy to be
participating in physical activity in these images.
The language used is clear and there is a significant
use of links to other organizations that promote the
same initiatives as this plan.

52

Key words (how does this document
operationalize them?)

Seniors - In this document, the term older adult is used and
an older adult is considered somebody over the age of 65.
Confidence - People are given the tools to help them be
successful in participating in exercise or physical activity.
Physical Literacy - “The motivation, confidence, physical
competence, knowledge, and understanding to value and take
responsibility for engagement and physical activities for life”
(BC Ministry of Health, 2020)
Physical Activity - Participating in sport or exercise.
Actively Engage - Participating in physical activity to the
fullest.
Commitment - Continuing to participate in physical activity
at all stages of life.

53