Goal of this Project
The purpose of this research is to develop, implement, and test the efficacy of a theory-driven evidence-based peer leadership program for elementary school students (Grade 6-7) in relation to (a) their own leadership skills and their leadership self-efficacy, as well as (b) the physical literacy of younger (Grade 3-4) students with whom they are partnered.
Why are Leadership and Physical Literacy Important?
Schools have been identified as a vital context to promote key life skills such as leadership and physical literacy. Indeed, the recent British Columbia curriculum, identifies the development of both student leadership and physical literacy as key learning outcomes. The development of students’ leadership skills has the potential to not only affect the learning climate within the class context but all facets of school life (e.g., sports, extra-curricular activities) and beyond (e.g., early adulthood). In spite of the importance of developing leadership among children, in most instances, this involves placing students in “positions of leadership”, without equipping them with the foundational skills required to be “effective leaders”. Physical literacy on the other hand, has been identified as giving children the physical resources to engage in lifelong physical activities, which has implications for health.