Thank you, Madam Chair.
Dear members of the committee, I want to thank you for proving me wrong. Let me explain. I teach teenagers, and model a simple saying, “Stop complaining and address the concerns.”
About 12 years ago, after much observation and frustration from being immersed in the youth sport system as a teacher, parent and coach, and feeling powerless to instill positive change, I started a sport leadership program in a high school to address my concerns.
Over the years, I have told the over 500 adolescent student athletes that have been through my program, “You will be an adult one day, and if you're an educated active citizen, you may be able to improve the sports system, as I will be out of the system before it can be done.”
Where I was wrong was that I didn't think my voice would ever be listened to. I had almost lost all faith that the sport system could change for the better, and you all have given me and Canadians the opportunity for hope, and I thank you.
My educational background is a phys. ed. and health education teacher, certified in grades kindergarten through 12. I've had the opportunity to teach in an elementary school for five years, and secondary school for the last 20 years. My current teaching role for the last 12 years is unique as a health, wellness and sport management specialist. It allows me to teach sport science and sport leadership, and provide athletic development guidance and experiential learning opportunities to student athletes in the sport community.
As part of my job, I review sport development models, and teach appropriate applications of them to student athletes who are currently in the sport system. I also get to help plan the sport, academic and career paths of the student athletes from high school to post-secondary. I teach and assess youth and adolescent physical, cognitive, social and emotional development applied within sport. I have written programs, courses and curriculum being taught in the Ontario school system.
Often, with teen athletes, I use evidence-based research to write programs, and create resources for addressing concerns they have, like a guide for moving away from home and into a billet family. We consult the research and athletes, and then create documents and programs to address what the young athletes have voiced themselves.
Two years ago, I was encouraged to contribute to the hockey community as part of the Ontario Hockey League as an academic and personal development adviser with the London Knights. My education experience was relevant. Additionally, my children grew up in the system, and are now in their 20s. One plays professionally. My husband is a former professional hockey player who has coached youth hockey for many years. I know the hockey system, and the players who are part of the OHL.
I'm not innocent in my part in the hockey system as my children went through it. I was simply at a loss for what to do as any efforts I made were often not well received. I believe my unique perspective, and understanding the various stakeholder views in hockey, has been helpful to understanding some of the problems within it, and the complexities in trying to address them.
For example, how do you expect hockey administrators to address adolescent behaviour when they usually have little, if any, education or training on how to do that? They're not teachers. They're not used to disciplining and addressing the behaviour of adolescents.
The word discipline means to teach. When we see behaviour that is not appropriate, we need to call it out, teach, give consequences, and provide opportunities to improve. We are lacking in the ability to effectively teach and monitor appropriate behaviour of some players within the system. It is easy to cast blame at the leaders without understanding why they may be leading in the way that they are. They need more help and guidance.
More education programs are needed to teach players, parents and stakeholders about child development and athlete development, as many problems stem from a lack of understanding. Simply having parents, players and stakeholders complete online courses does not mean they understand the concepts, have learned the appropriate values, follow them appropriately or apply them effectively.
The reason this matters is because it's the lack of understanding and application that has led to inappropriate behaviour and governance. Any system applied to the masses has flaws. You simply cannot adequately compare the experiences of the players at the highest level of minor hockey sport participation in Toronto to that of Nova Scotia, northern Ontario or the Prairies as the environments are different.
Provincial sport bodies need to have some flexibility to apply the model. This ambiguity has allowed local sport organizations to apply the rules under the guise of best practices, when in fact it is not in the best interests of children. Well-intentioned adults are missing the key understanding of how athlete development should be applied. Those in charge need to be educated often, evaluated and mentored. I don't believe the people in decision-making leadership positions can do so effectively if not governed properly.
How adults lead sports has to change. More paid positions need to be created. More interdisciplinary teams need to be established. More community partnerships need to be established. More communication channels need to be created. More education programs need to be written and taught, and—