PLAY PROGRAM YEAR IN REVIEW
A review of the outcomes and impacts of PLAY
programming from
September 2014 to August 2015
I am
the
Future
PLAY’s Mission is to use sport and
play to educate and empower children
and youth living in adversity to build
essential life-skills and better futures,
while driving lasting social change.
85%
73%
87%
93%
of Community Mentors said
that since joining the Right
To Play Program children
and youth have built positive
relationships with other
youth and people in the
community
of children and youth participants learned how to eat a
more healthy diet at the Right
To Play Program
of After School and Youth
Leadership Program participants reported that they
are healthier eaters since
the program started
of After School, Youth Leadership and Sport For Development participants reported that since the program
started they are more
active
“Without this program I still wouldn’t be comfortable in my
own skin. I never felt like I had a chance or a say in something I did. QUOTE
I always felt looked down on when around other
kids. But now I hold my head up high and I know I can always make a change or a statement… To me, it feels like I
have grown into a more vigorous leader of tomorrow, and I
want everyone to feel the same way. Right To Play is needed
and loved.”
- Youth participant, Beausoleil
i
1 | 2014-2015 YEAR IN REVIEW
TABLE OF CONTENTS
Page 3 Message from a PLAY Elder and our Founder | Page 4 Where We Work |
Page 5 Play’s 2014-2015 Reach |Page 6 Play Program Overview |Page 7 Health |
Page 9 Healthy Relationships |Page 11 Youth Employment |
Page 13 Play Alumni & Program Spotlights | Page 15 Looking Forward |
Page 16 Play’s Partners and Supporters |
3 | 2014-2015 YEAR IN REVIEW
MESSAGE FROM OUR PLAY ELDER, GLORIA OSHKABEWISENS MCGREGOR
Four years ago I received an invitation to a gathering in my community of Whitefish River First Nation, to celebrate a partnership with Right To Play’s program called Promoting Life-skills in Aboriginal Youth (PLAY). This
program centered around developing the leadership skills and confidence of our youth.
While this was all new to me, I entered the Community Center and witnessed powerful and uplifting energy.
This program appeared to energize the youth with confidence, self-esteem and also the sense of freedom
in their voice to realize they do have leadership qualities and they are a true part of community involvement.
As Indigenous peoples in Canada, we have generations to heal with trust, love and respecting one another's cultural differences. This brings pride to our First Nation youth when Right to Play staff are willing to come to our community and involve
themselves in community culture.
At each Youth Symposium and Community Mentor training, I see a place where we come together to heal a past and to celebrate a future. It's hard to take a year and review all the beautiful healing work that has taken place in my relationship with
Right to Play!!
Gchi Miigwech,
Mshiike Mnido Makwa Shkiizigo Kwe
Gloria Oshkabewisens-Mcgregor
MESSAGE FROM OUR FOUNDER & PRESIDENT
Since June 2010, Right To Play has had the remarkable opportunity to partner with more than 80 different First Nations and urban Aboriginal organizations across Ontario and Manitoba through our Promoting
Life-skills in Aboriginal Youth (PLAY) program. This year, the PLAY program worked with 54 Community
Mentors to design and implement powerful weekly programming which has seen tremendous impacts
among First Nation, Metis and Inuit children and youth. The program, as always, has grown and evolved
based on the insights and feedback from children, youth, implementing partners, community leadership,
innovative donors, and our new PLAY Aboriginal Advisory Circle. A few examples of these innovations are:



A remarkable baseball program in Treaty 3 with the support of Jays Care, Ministry of Children and Youth Services and the
Kenora Chiefs Advisory;
Two dynamic youth employment programs – one in southern Ontario and one in Pikangikum First Nation; and
A Youth Leadership Symposium that focused on enhancing mental health outcomes for children and youth.
This Year In Review is designed to both thank the Community Mentors and the youth workers who are the heart of this program as well as celebrate:




the close to 4000 children and youth who have added their unique ideas to enhance the program;
the more than 2000 community members and Elders who have volunteered to support regular programming in their communities;
the 58 Band Councils and Executive Directors from each partner organization who invested the time in this unique program; and
the 32 generous donors who have enabled this program to continue growing and evolving.
As you’ll read on the following pages, there is a lot to celebrate. Aboriginal children and youth from Manitoba and Ontario are
activating their communities and demonstrating social innovation, they are enhancing their employability and improving their
health, they are reconnecting with their local culture and deepening their sense of self. All through the power of play. Their
dedication to this program has helped create a reputation for PLAY that has allowed the program to grow and expand into British Columbia and Alberta starting in September of 2015.
To everyone who supports Right To Play and believes in the power of play, thank you. For every kind word of encouragement
and every donation, thank you. With your help, we will continue this vital work with Indigenous children and youth in Canada.
Founder & President, Right To Play
3 | 2014-2015 YEAR IN REVIEW
WHERE WE WORK
Right To Play partnered with 58 First Nations and urban Aboriginal organizations to design
and implement the PLAY program this year.
Ontario
Aamjiwnaang First Nation
Aboriginal People’s Alliance Northern Ontario (Moosonee)
Aroland First Nation
Attawapiskat First Nation
Aundeck Omni Kaning First Nation
Barrie Native Indian Friendship Centre
Beausoleil First Nation
Cat Lake First Nation
Chippewas of Nawash First Nation
Chippewas of the Thames First Nation
Eabametoong First Nation (Fort Hope)
Eagle Lake First Nation
First Nations School of Toronto
Fort Erie
Fort Severn First Nation
Four Directions Aboriginal Student Centre (Kingston)
Garden River First Nation
Ginoogaming First Nation
Grassy Narrows First Nation
Hamilton Regional Indian Centre
Henvey Inlet First Nation
Kasabonika Lake First Nation
Kitchenuhmaykoosib Inninuwug First Nation
Lac La Croix First Nation
Marten Falls First Nation
Mattagami First Nation
Mississauga First Nation
Moose Cree First Nation
Native Canadian Centre of Toronto
Neskantaga First Nation
Nigigoonsiminikaaning First Nation
Nishnawbe Aski Nation (Thunder Bay)
North Caribou Lake First Nation
North West Angle #37 First Nation
Ottawa Inuit Children’s Centre (Ottawa)
Pic Mobert First Nation
Pic River First Nation
Pikangikum First Nation
Sagamok Anishinabek First Nation
Sandy Lake First Nation
Saugeen First Nation
Sheguaindah First Nation
Sheshegwaning First Nation
Shkoday Abinojiiwak Obimiwedoon (Thunder Bay)
Shoal Lake #39
Shoal Lake #40
Slate Falls First Nation
Southern Ontario Aboriginal Diabetes Initiative (Thorold)
Thunderbird Indian Friendship Centre (Geraldton)
Wabaseemoong First Nation (White Dog)
Wabauskang First Nation
Wahgoshig First Nation
Wahta Mohawks First Nation
Walpole Island First Nation
Whitefish River First Nation
Wikwemikong Unceded Indian Reserve
Manitoba
Fisher River Cree Nation
Pine Creek First Nation
2014-2015 YEAR IN REVIEW | 4
PLAY’S REACH
Over the 2014-2015 programming year, PLAY has been very successful in expanding its reach to even
more participants than ever before. The following is an overview of the PLAY program reach:
2014-2015 Program Results
3847
41%
54
children and youth were
reached during regular PLAY
programming
of PLAY participants were
female
local Community Mentors
were hired by
communities and urban
Aboriginal organizations to
implement the PLAY
program
179
417
87
1413
Elders were engaged in
regular PLAY
programming
parents were engaged in
regular PLAY programming
and events
youth joined the intercommunity Youth
Symposium
children and youth
participated in summer
program
127
3808
213
13648
Youth Led Events (YLEs)
were planned and hosted by
PLAY youth
community members participated in YLEs
Intergenerational Events
(IGEs) were held
community members
participated in IGEs
including youth and
parents
25
694
86
Intercommunity Events were
hosted among PLAY partner
communities and with other
neighbouring First Nation
Communities
children and youth participated in 8 Sport For
Development Clinics
(lacrosse, hockey and
soccer)
Coaches were certified in
lacrosse, hockey, basket ball
and soccer
2014-2015 CORE PLAY PROGRAMS
PROGRAM
DESCRIPTION
AFTER-SCHOOL
PROGRAM (ASP)
ASP is designed for children aged 6-12. Activities include a balance of indoor/outdoor recreation, arts activities, cultural enrichment, homework support, nutrition time (healthy snack and
preparation) as well as daily mentorship and support.
YOUTH-LEADERSHIP
PROGRAM (YLP)
YLP is designed for youth 12 years of age or older. Youth participate in teambuilding games
and activities to develop a sense of community and trust within the group. They also work
together to plan, implement and assess three or more community events over the course of
the program year which reflect their vision of healthy communities.
PLAY FOR
PREVENTION (PFP)
PFP is designed for children and youth aged 6-18. To become role models for diabetes prevention, youth in this program increase their knowledge of holistic health and wellness
through leadership activities, physical activity and nutrition education.
SPORT FOR
DEVELOPMENT
PROGRAM (S4D)
S4D is designed for children and youth of any age, with a particular interest in sport. Children
and youth participate in safe and inclusive sport-based activities that are designed to build a
sense of confidence, leadership and teamwork as opposed to emphasizing skill-development
or competition.
5 | 2014-2015 YEAR IN REVIEW
“The PLAY program has helped the youth in my
community to gain confidence and pride in being
an Aboriginal youth”.
– PLAY Community Mentor
Program Overview
What is the PLAY Program?
Why Play ?
PLAY is an intensive training and coaching program for local youth workers to help them design, initiate,
facilitate, measure and celebrate truly powerful and dynamic outcome based programs that use sport and play as the
vehicle.
Numerous studies explain that play is, in fact,
essential to the cognitive, physical, social, and emotional
well-being of children and youth. PLAYING IS NOT WHAT
HAPPENS BEFORE OR AFTER LEARNING. PLAY IS LEARNING. The PLAY Program embeds play into everything, from
training to delivery and evaluation of the program. Community Mentors create safe and inclusive spaces where children and youth can learn, share their ideas, and grow their
leadership capacity by integrating transformative and reflective discussions to ensure that the learning remains
applicable in the lives of participants long after the game is
over.
Working in partnership with Aboriginal communities and
urban organizations across Canada, PLAY works with local
youth workers to design and deliver weekly sport- and playbased programs that encourage physical activity, tackle
issues relevant to Aboriginal children—including health, education, employment and healthy relationships—and promote their development into leaders.
What is PLAY’s approach ?
We believe that sport and play can be the key
to social change. Right To Play’s PLAY Program is designed
to ensure that Aboriginal children and youth have access to
high-quality programs that use play as a means to healthy
holistic development. While the basis of the programs are
designed by child development and educational experts,
they are created and modified in consultation with children,
youth, parents, Elders, and community partners from the
First Nations and urban Aboriginal centres with whom the
PLAY program partners.
“Staying in school and being an active participant was
always a main focus [of the program]. We had our first
college graduate who has been in the program since we
started 3 years ago. This young lady was in high school
and made the transformation from the shy timid person
which held her back from being the awesome person she
is today. She went on to graduate from Lambton College’s Protection, Security and Investigation, and she’s
not done yet. She has plans on furthering her education
by working towards her Bachelors in Criminal Justice. We
have 3 more in college now and 2 more graduating high
school this year. This is amazing because they all still
attend program and are great role models for the younger ones to continue to see the importance of education.”
– Community Mentor, Aamjiwnaang
2014-2015 YEAR IN REVIEW | 6
HEALTH |
PLAY enhances the health and wellbeing of Aboriginal children and youth
Promoting health empowers children for life. It fuels them
with important information to create a stable future, while
simultaneously protecting themselves in real-life situations.
The lessons, taught through play, help seek to balance and
promote holistic health and wellness. Research suggests
key steps to enhancing health and wellness of Aboriginal
children and youth include: (1) encouraging healthy eating,
(2) involvement in sports and increased physical activity,
and (3) cultural knowledge. The research states:

Vegetable and fruit consumption habits developed in
the formative years often persist through adulthood,
making early healthy eating programs important.1 Repeated opportunities to taste healthy foods can result
in increased acceptance and intake.2

First Nations youth who participate in sports teams or
lessons outside of school 4+ times per week are 33.6%
more likely to be active than those who never participate. Those who participate 1-3 times per week are
28.5% more likely to be active.2 Regular access to organized sports increases physical activity levels.3

Youth with three or more relatives helping them understand their culture were also more likely to be active,
indicating the importance of cultural mentors for wellness.4
PLAY’S APPROACH
Healthy eating, physical activity and cultural teachings support children and youth to live in balance and create a foundation for healthy lifestyle choices into adulthood. These
components are embedded into the fabric of every PLAY
program.
Community Mentors encourage and enable healthy eating
by teaching and modelling with kids what traditional foods
and medicines are, how to hunt and trap animals, how to
7 | 2014-2015 YEAR IN REVIEW
prepare meals, and how to choose healthier snack and
meal options given the resources available to them. Many
Community Mentors hold this knowledge themselves but
also invite elders and other knowledge keepers to share
their knowledge and traditions with participants. PLAY programs also regularly engage youth in a wide variety of
sports, games and activities that require and strengthen
agility, speed, balance, coordination and flexibility, and help
teach children about why physical activity is important and
a variety of ways to stay active.
Still skeptical about whether PLAY can enhance the health
and wellbeing of children and youth? Just ask SiMPACT
Strategy group. SiMPACT conducted a social return on investment analysis of the Play For Prevention Program and
their analysis tells a story of change by illustrating the social
impacts of promoting health and wellness among urban
Aboriginal children and youth and the paradigm shift that
can occur in individuals, families, and the community over
time. For example, as a result of the improved physical
health and activity of children and youth, social value is
created in the form of increased self-confidence, and improved quality of life. The analysis revealed that for every
dollar invested in the PFP Program there is an estimated
return of more than $6 of social and economic value created.
“[The PLAY program] opened our eyes about being more
physically active, learning about our culture and eating
healthier. We have lots of fun being there! We learn so
many things that are not offered in school.”
- group of female PLAY participants, Kasabonika Lake
“I enjoy program nights because this is the time where
I can be myself and I don’t need to turn to weed or
booze to fit in”.
– youth participant, Whitefish River
96%
73%
87%
94%
of Communities that ran
health focused programs
observed an increase in
physical activity among children and youth
of children and youth participants report learning how to
eat healthy at the Right To Play
Program
of After School and Youth
Leadership Program participants reported that they
eat healthier since the program started
of non-urban participants
reported that since the program started they are more
active
BEYOND BASEBALL IN PLAY COMMUNITIES
Whether you're young or old, stepping onto a baseball field can be a magical moment—no matter how many games you've
played or how many games you’ve watched. The game is infectious and inspiring moments regularly unfold.
Inspiring moments certainly unfolded throughout the summer as 13 Community Mentors formed recreational baseball leagues
for children and youth in their communities. Chad Kashkish is one Community Mentor who implemented a baseball league for
children and youth between the ages of 10 and 17 in Aroland First Nation. Twice a week, children and youth came out to learn
the fundamentals of throwing, fielding and hitting through a combination of drills and games. The goal over the summer was to
encourage participants to be more physically active and it worked. Chad found the kids playing and practicing on their own
outside of the program. When asked how they felt during the baseball league 100% of participant respondents said that they
felt healthy and learned why being active is important. In August, Aroland hosted an intercommunity baseball tournament and
bbq, bringing together 170 participants from five neighbouring communities to end the summer with a bang!
Earlier in August, Right To Play, the Ministry of Child and Youth Services, Jays Care Foundation and Kenora Chiefs Advisory
joined in partnership to host the first ever Beyond Baseball tournament. Close to 150 children and youth from 4 years old to
20 years old, from more than 13 First Nation communities joined together to participate in this active day of fun and friendship.
The tournament brought many highlights, but one of the highlights was undoubtedly the friendships that were built throughout
the day. Despite the fact that many of these communities are closely situated to one another, the children and youth rarely get
to play alongside their counterparts from neighbouring communities. The smiles, the hugs and the friendships proved that this
was just a stepping stone in the exciting events that are to come with this area. Thank you to The Jays Care Foundation, the
Ministry of Child and Youth Services, and the Kenora Chiefs Advisory for hitting this one out of the park!
2014-2015 YEAR IN REVIEW | 8
HEALTHY RELATIONSHIPS|
PLAY helps Aboriginal children and youth build & enhance
relationships with themselves, their peers and their community
Strong connections to self, others, and community are integral to the health of a person and community. Maintaining
healthy relationships is important for maintaining the balance of mental, physical, intellectual, spiritual and emotional well-being. Research suggests building and enhancing
healthy relationships with ourselves, our peers and our
communities can be facilitated through: (1) regular participation in recreational activities which promote physical activity, reduce stress and enhance coping skills, (2) training
and professional development for youth workers who enable supportive relationships, and (3) increasing connections
to culture. The research states:
 The 2015 First Nations Mental Wellness Continuum
Framework identifies priorities for action towards
mental wellness, including “understanding the role of
language in mental wellness”, “providing education,
training and professional development” for community
workers, and “raising awareness – reduction of stigma.”6
 Regular physical activity can be as effective as psycho-
therapy to treat mild to moderate depression.5 Participating in extracurricular activities is also linked to reduced distress and increased psychological resilience7
 Cultural values, knowledge, language, and practices
serve as determinants of First Nations individual, family, and community health and wellness8, making Elders - keepers of cultural knowledge—vital mentors.
Traditional language proficiency and cultural awareness reduce suicidal ideation in First Nations youth. 9
PLAY’S Approach:
Community Mentors have the opportunity to participate in
dynamic trainings which equip them with the skills and
build confidence to engage and deliver programming for the
youth in their community. This year the PLAY program was
able to offer free Safetalk and ASSIST trainings to Community Mentors and youth respectively. These programs give
youth workers and youth the skills to recognize when someone is in distress and at risk of suicide. Together, Community Mentors and youth who participated in this training cre9 | 2014-2015 YEAR IN REVIEW
ate a larger, more effective network of support for others in
the community.
PLAY and its partners create safe and inclusive spaces
where children and youth participate in physical activity,
develop and enhance relationships with peers and community members, share their ideas and learn skills that help
build self-esteem and confidence, making them better able
to respond in different life situations. Community Mentors
are also passionate about creating a space for traditional
culture, language and teachings. Elders are often invited to
participate in regular programming to enhance existing support structures for youth and to teach children and youth
about traditional ways of life and living. Finally, through Intergenerational and Inter-community events youth have the
opportunity to connect with members of their own communities and from neighboring communities, which connects
them to expanded networks of support.
“The benefit of seeing so many youth gather on a regular
basis cannot be understated. The overall mood and engagement of everyone on the reserve has improved.
Youth bring an excitement for collaboration and a positive
attitude that I’ve seen grow significantly in the past year.
Sheguiandah benefits from the presence and efforts of
the Right To Play program, ways beyond measuring – particularly in how youth now engage each other often, and in
a good way”.
- Youth outreach worker, Sheguiandah
“The program can also be seen as a form of reconciliation
between Aboriginal and non-Aboriginal people coming
together to do fun exercises, understanding who Aboriginal people are and respecting each other’s culture and
lifestyle.”
- youth participant, Kingston (Four Directions)
“This program has reconnected my community in ways I
thought were never possible.”
– youth participant, Sheguiandah
71%
91%
86%
89%
Of communities who joined
the PLAY program this year
have observed a decrease in
bullying among children and
youth
Of After School and Youth
Leadership Program participants feel more connected to
their community since joining
the Right To Play Program
Of communities observed
enhanced peer-to-peer relationships between youth
in their community
Of Youth Leadership Program participants said that
they are more confident
since joining the Right To
Play Program
FOSTERING HEALTHY RELATIONSHIPS THROUGH SPORT IN CAT LAKE FIRST NATION
Home to approximately 700 people, Cat Lake is a fly-in First Nation located 180 kilometers northwest of Sioux Lookout. Community Mentor, Joyce Peters has been running the
PLAY Program in Cat Lake since 2011 and describes the positive changes that she has
been observing over the years. “More active kids, more active parents. Things are starting
to slowly change….things are slowly coming back to life and now everybody is starting to
be healthy again.”
The focus of Joyce’s After School Program over the past year was to support children and
youth to build healthier relationships so that they feel good about themselves, their peers
and their community. When asked to describe the youth in her program, Joyce says “they
are hungry for sports”. Through her programming, Joyce creates a safe space for kids to
come and play a variety of sports, among which hockey and baseball are the favourites. Joyce also sets ground rules and
ensures a consistent structure; she models respectful and inclusive behaviour, applauds participants for meeting expectations and deals with rules that are broken in a firm but fair way. She says that the participants in her program were not always friends. “They always took turns bullying each other but now it’s as if [they are] a team”. Joyce watches them play
ground hockey outside of the After School Program and says they are more social with each other and have “become more
like a family” and “respect each other”.
In June, Joyce selected two youth from Cat Lake, Brandon Masakeyash and Ethan Wesley to attend Right To Play’s annual
Youth Symposium. The theme of this year’s symposium was mental health and well-being and by the end of the week the
goal was for participants to walk away with increased self-confidence, leadership skills, increased connections between
youth from different communities, increased knowledge and awareness about mental health, and enhanced positive coping
skills and strategies. “Both are bright kids,” Joyce says, “but they did not get along throughout the school year”. Being in a
new environment with youth from communities across Ontario, the two youth began to depend on each other throughout the
week and their friendship slowly grew as they began to learn and recognize the leadership potential in themselves. Joyce is
proud of both Brandon and Ethan who boasted about their experiences at Symposium to other youth upon their return to Cat
Lake.
Moving forward Joyce continues to use her program to enhance relationships between youth but also to connect youth with
elders and other community members. She also hopes to help children and youth connect to their cultural heritage and traditions, and is working with partners to incorporate Ojibway language teaching into her program.
2014-2015 YEAR IN REVIEW | 10
The picture seen on pages 11-12 shows Emerging
Leaders working on a community revitalization project in Pikangikum. Hands on skill development and
work experience were key components of the RCE
Project.
YOUTH EMPLOYMENT|
PLAY helps youth build skills essential to find meaningful employment
First Nations communities have an impressive record of
entrepreneurship, with rapid growth in First Nations-owned
businesses. Lending organizations, community economic
development initiatives, and business advisory services
have also been increasing on reserve (First Nations Information Governance Centre, 2012). However, the employment and income gap between Aboriginal and nonAboriginal Canadians is still widening. Access to resources,
trainings, technology, and geographic location are important considerations, but the role of culture, community
leadership, and appropriate institutions are also integral to
strengthening economic outcomes for Aboriginal youth. In
2010, 31% of on-reserve First Nations over the age of 15
were unemployed, compared to 8.1% among all Canadians. Non-Aboriginal Canadians working on rural reserves
make 88% more income than First Nations workers and
those working on urban reserves earn 34% more, meaning
that the location of reserves is not a sufficient explanation
for low incomes10. Research suggests that support for localized institutional development, capacity-building, governance and accountability, and decision-making authority are
the keys to success in increasing First Nations employment11.
PLAY’s Approach
Through the PLAY program, youth have the opportunity to
build valuable transferable job skills by planning and leading events in their communities. Community Mentors have
also responded to this need in creative ways, including incorporating resume and interview skills building activities
into programming or by having youth help run the local
youth space.
This year Right To Play piloted two employment specific
programs: The Remote Community Employability Project
(RCEP) in Pikangikum First Nation and the Southwestern
11 | 2014-2015 YEAR IN REVIEW
Ontario Aboriginal Youth Opportunities Project (AYOP) in
Aamjiwnaang First Nation, Chippewas of the Thames First
Nation and Walpole Island First Nation.
In Pikangikum First Nation, the RCE Project partnered with
community organizations to train and employ “Emerging
Leaders” in several organizations and local businesses. The
pilot project also involved two community revitalization projects, rebuilding the dock and erecting three new playgrounds, which equipped the leaders with a wider variety of
hands-on skills and created new spaces for the community
to come together. Through AYOP, three Southern communities were able to hire two youth each to be trained in Right
To Play methodologies and employed to support the Community Mentor to run the PLAY program in their community.
The youth also planned a intercommunity event and began
to build a network of employment-ready youth in the region.
“If I could tell anyone about my experience as a Summer
Program Staff, I would say…I had a good time and gained
many more skills like leadership, problem solving, etc.”
- Youth summer program staff
“My daughter has learned many valuable skills, been involved in community events, fundraisers. She has gained
valuable leadership skills by assisting in bake sales, car
washes, BBQ’s and group sports. My daughter has become
more outgoing and not so shy."
– Parent, Garden River
“I joined the Youth Leadership Program with Right To Play in
Whitefish River First Nation back in 2011. I was given an
opportunity to have fun and I had grown to become a strong
leader in my community. We also had a sense of belonging
and responsibility when leading our Youth Led Events and
setting goals together as a team. Working alongside with
Right To Play has helped me to be an independent, confident women.”
– Youth participant, Whitefish River
72%
92%
82%
76%
of Youth Leadership Program participants planned
and led events in their communities
of youth reported that the
skills they developed working
as summer program staff will
benefit them in their future job
search
of communities running the
Youth Leadership
Program observed an
increase in leadership skills
among youth
of Youth Leadership Program participants reported
that they learned how to
work well in a team
SARA WILLIAMS RETURNS HOME TO AAMJIWNAANG TO RUN PLAY PROGRAMMING FOR YOUTH
Sara Williams is one of six youth who were hired through the Aboriginal Youth Opportunities Project (AYOP) to support a Right To
Play Community Mentor to run the PLAY program in their home community. Sara, who was previously working with Aboriginal
youth on an urban reserve in Saskatchewan, was excited when the opportunity arose to work with children and youth back
home in Aamjiwnaanng First Nation. Ammajiwnaang’s Community Mentor, Tony Jacobs trained Sara and another youth in Right
To Play methodology and how to engage and facilitate programming with young people.
Sara focused on creating a safe space for the children and youth in the program. She knew each child by name and talked to
them about how their day was. She said, “that way they felt like their voice was heard. I feel like that is something that gets lost
at school and even at home if there is not a great support system there”. Aamjiwnaang’s PLAY program has a strong focus on
enhancing youth employability and one of the goals this year was to help participants develop skills for future jobs. Throughout
the spring Sara worked with youth to build interview skills and coordinated presentations from professionals about available
work and apprenticeship opportunities. When asked about her experience Sara said she enjoyed being a strong role model for
the youth in her community. She was able to draw from her own experience as she spoke to participants about their education,
work interests and opportunities, and was even told by a parent of one participant that she was “the best youth leader that
they’ve ever had!”. One piece of advice Sara has for other youth on the job hunt is to start thinking about your interests and
building networks at a young age. As she explained, “getting your name out there and networking as much as possible is definitely key”.
Through day to day programming and planning an inter-community tri-sport event, Sara learned a lot about collaborating with coworkers who had varying work styles and also enhanced transferable job skills including team work and facilitating groups. This
fall Sara is returning to school to pursue a Bachelor of Science in Nursing. Sara loves recreation and working with kids and has
always had a passion for the medical and health profession. Her ideal job would be one that weaves these two passions together.
2014-2015 YEAR IN REVIEW | 12
PLAY SPOTLIGHTS
PLAY ALUMNI: WHERE ARE THEY NOW?
Chelsea Perreault is a strong voice for youth at
Feathers of Hope!
Twenty year old Chelsea Perreault participated in Eagle Lake’s Right
To Play program throughout high
school. She remembers the program
as a safe space where youth could
play activities and games, as well as
hang out with peers. When asked about
the impact of the PLAY program in her life,
Chelsea recalls that prior to participating in the program,
exercise and working out were not high on her to-do list.
Now, Chelsea is a runner, plays baseball and enjoys watching hockey. The PLAY program, she explained, encouraged
her to live a healthier lifestyle, and helped her build the
confidence she needed to break out of her shell.
Today, Chelsea is enrolled at Confederation College studying Early Childhood Education. She is a jingle dress dancer
and enjoys beading. Chelsea is also an active participant in
the Ontario Provincial Advocate for Children and Youth’s
Feathers of Hope forum. During the first two forums, Chelsea, who says she is very opinionated, shared her voice
daily as a youth delegate about real issues that Aboriginal
youth face. At the most recent forum where child welfare
was the topic of focus, Chelsea acted as a home group
leader where she listened to her peers and encouraged
them to share their voice.
To new PLAY program youth, Chelsea encourages them to
shake their shyness. “It’s a pretty safe space. Nobody’s
going to judge you, just speak what’s on your mind and
know that somebody is listening.”
13| 2014-2015 YEAR IN REVIEW
Blane Roote is active planning events for his community in Saugeen First Nation
Blane Roote’s fondest memories of the Right To
Play Program in Saugeen First Nation are the opportunities he had to plan multiple events for the community. As
a consistent participant for three years and a co-op student
supporting the Community Mentor, Blane, who is now 19,
said that the Youth Leadership Program kept him active
and helped him develop confidence when speaking with
others. The most memorable moment of Blane’s was the
elder’s dinner where youth served a full course meal, put
on performance acts, and watched as the elders sang karaoke.
Blane continues to be an active member in his community.
Volunteering on the social committee for Saugeen’s Band
office, he still enjoys planning events for his community
members. This July Blane participated in the Building Environmental Aboriginal Human Resources (BEAHRS) Program,
a community-based environmental workforce training program designed to provide introductory skills to work in the
environmental field. Since then Blane has expressed an
interest in pursuing further education in Environmental
Management. The PLAY team wishes Blane all the best as
he pursues further studies and as he keeps his community
active and social!
First year undergraduate Alissa Van Wynen sets
her sights on law school
Nineteen year old Alissa Van Wynen was not only a
participant in Wabauskang’s summer PLAY Program but
also a youth camp leader at the community’s Painted Turtle
Arts Camp. Alissa remembers the team building activities
which enable children to build relationships and feel more
comfortable. She recalls her experience of being a youth
leader as positive and influential, “people look up to you
and you actually feel like you’re making a change in the
Alissa continues to be an active leader in her community.
Recently she was elected as a Youth Counsellor where she will shadow Chief and
Council. Representing the community’s
youth and sharing their voice about
current issues and key decisions are
among the important roles she will be
taking on.
Alissa is also currently in her first year of a
Bachelor of Arts in Social Sciences at Brock University. Upon completing her BA, Alissa hopes to attend law school.
Being a lawyer has been of interest to Alissa since high
school, and she hopes to follow in the steps of her aunt, a
lawyer in the United States.
During the PLAY program, Alissa learned valuable leadership skills including the importance of fostering team work
and inclusion. She advises new PLAY participants to always
keep an open mind and to never give up, which is exemplified through her commitment to attain her education goals.
In 2014-2015
After School Program
participants developed a
more positive attitude
toward school:
“I am more excited
about school”
PROGRAM SPOTLIGHT
Respect. Love. Humility. Truth. Honesty.
Wisdom, Bravery.
These are the Seven Grandfather Teachings,
basic virtues that are necessary for a full and healthy life.
For 10 weeks in May and June eight youth from First Nations School of Toronto explored these teachings that have
been passed down through generations. The 7th and 8th
graders delved into what they know about the teachings,
and their personal connections and experience with them.
With the help of music producer, Subliminal and Right To
Play Community Mentor Joseph Hersco, otherwise known
as J-Rebel, the youth wrote rap lyrics to express what the
Grandfather Teachings meant to them, constructed a beat,
and created the art for the music video that they also
helped to produce.
The youth, most of whom have never rapped in their life
debuted their music video to their school and were proud of
their achievements. To watch the results of the two month
long creative process, please visit
https://www.youtube.com/
watchv=B3MCgjBNz0o&feature=youtu.be.
71%
of new PLAY communities observed an increase in
understanding of/engagement with local culture and
history among children and youth
2014-2015 YEAR IN REVIEW | 14
LOOKING FORWARD
BRITISH COLUMBIA AND ALBERTA ARE GEARING UP TO PLAY
With the generous support of Microsoft, Alteck Line Contractors, Suncor Energy Foundation and Cenovus, Right To Play
was able to complete the design and development phase of
PLAY in both Alberta and British Columbia between September 2014 and
May 2015. During this time Right To Play staff visited First Nations in both
provinces sharing the successes of the PLAY program and determining
how to adapt it to best fit the needs and goals of children and youth in
each context.
In June 2015 applications were invited from First Nation communities
and urban Aboriginal organizations in both provinces. We are happy to
announce that for the 2015-2016 year PLAY will reach children and youth
in 26 partner communities and urban organizations across British Columba and Alberta.
Right To Play is pleased to welcome 24 new communities and urban Aboriginal organizations in Ontario and Manitoba to the PLAY family who will
be delivering a variety of sports and play based programming to children
and youth.
Joining us this fall are:
British Columbia
Gitlaxtaamix Sports and Rec
Gitxsan Development Corp reaching:
Kispiox
Gitanmaaz
Gitwangak
Gitsegukla
Glen Vowell
New Hazleton
Old Hazleton
Hiit'aGan iina Kuuya Naay (Skidegate)
Lake Babine
Tachet
Woyenne
Fort Babine
Nanaimo reaching:
BC Partners Council
Kwumut Lelum Child & Family Services
Sna-na-was
Snuneymuxw
Stzuminus
Mid Island Metis Nation
Nanaimo Youth Services
Tilicum Lelum Friendship Centre
Osoyoos
Songhees
Wet-suwet-en
Williams Lake
Alberta
Alexander First Nation
Dene Tha
Lake Athabasca Youth Council (Fort
Chipewyan )
Institute of Aboriginal Women
Ontario
Batchewana
Big Grassy River
Brunswick House
Fort Albany
Fort Erie
Fort William
Kettle & Stony Point
Mattawa Learning Centre
Naotkamegwanning (Whitefish Bay)
Nishnawbe Gamik
Northwest Angle #33
Obashkaandagaang (Wash Bay)
Ochiichagwe’babigo’ining (Dalles)
Ojibways of Onigaming
Pays Plat
Six Nations of the Grand River
Toronto Council Fire
Wasauksking
Wauzhushk Onigum (Rat Portage
Weenusk
Manitoba
Duck Bay
INTRODUCING PLAY’s ADVISORY CIRCLE
Over the past year, the PLAY team has sought out a wide range of advocates for First Nation, Metis and Inuit children and
youth to form PLAY’s Advisory Circle. The purpose of the circle is to establish a working group that guides and advises the
PLAY program on its design and delivery, training, partnerships, and community engagement. They will help to ensure that all
these facets of the PLAY program will have the most positive, meaningful and effective impact on First Nation, Metis, and Inuit
children and youth. The inaugural PLAY Advisory Circle Meeting was held on September 17 th, 2015 at the Right To Play Office
in Toronto. Members were identified and selected to sit on the Advisory Circle because of their skills, knowledge, wisdom and
experience working collaboratively with Aboriginal communities. The PLAY team would like to extend a warm welcome to our
Advisory Circle Members and we look forward to working together to further improve the PLAY program in supporting First Nation, Metis, and Inuit children and youth.
The Advisory Circle is will continue to grow. If you are interested in becoming a part of the PLAY Advisory Circle please contact
Jasmin Glaw, PLAY Program Coordinator at [email protected].
15| 2014-2015 YEAR IN REVIEW
THANK YOU TO OUR DEDICATED PARTNERS:
Funding Partners:
Aboriginal Affairs and Northern Development Canada
Bauer
Bruce Power
The Catherine and Maxwell Meighen Foundation
Cenovus
CTMS
Daryl K. Seaman Canadian Hockey Fund at The Calgary Foundation
Detour Gold
Goldcorp
The Harold E. Ballard Foundation
Harrison-Cooper Foundation
Hydro One
Jays Care Foundation
Kids In Sport Foundation
Lacoste
The Laidlaw Foundation
The Lawerence and Judith Tanenbaum Foundation
The London Community Foundation
Lutheran Social Services London
Major League Baseball Players Association
Manitoba Department of Children and Youth Opportunities
Microsoft
Miziwe Biik Aboriginal Employment and Training
MLSE Foundation
Ontario Ministry of Aboriginal Affairs
Ontario Ministry of Children and Youth Services
Ontario Ministry of Economic Development, Employment and
Infrastructure
Public Health Agency of Canada
RBC Foundation
Shoppers Drug Mart
Suncor Energy Foundation
Sunlife Financial
Tim Hortons Children’s Foundation
True Sport Foundation
Winnipeg Jets True North Foundation
Implementing Partners:
Allteck Line Contractors
Andrea Warnick Consulting
Bereaved Families of Ontario
The Big Little Caravan of Joy
Canadian Women’s Hockey League
Chiefs of Ontario
Elementary Teachers' Federation of Ontario (ETFO)
The Hincks Dellcrest Centre (Gail Appel Institute)
Ireva Photography
John Chabot
Karen Grant Consulting
Kenora Chiefs Advisory
National Lacrosse League
Native Youth Sexual Health Network
Nishnawbe Aski Nation
Office of the Provincial Advocate for Children and Youth
Parachute – Leaders in Injury Prevention
Planet IndigenUS
PR Associates
Southern Ontario Aboriginal Diabetes Initiative
University of Ottawa, Faculty of Human Kinetics
2014-2015 YEAR IN REVIEW | 16
ENDNOTES
1Lake,
A., Mathers, J., Rugg-Gunn, A. and Adamson, A. (2006). Longitudinal change in food habits between adolescence (11-12
years) and adulthood (32-33 years): the ASH30 Study. J. Public Health 28, 10–16
2Cooke,
L. (2007) The importance of exposure for healthy eating in childhood: a review. .Journal of Human Nutrition and Dietetics. http://www.ncbi.nlm.nih.gov/pubmed/17635306
3First
Nations Information Governance Centre (FNIGC) (2012). First Nations Regional Health Survey (RHS) 2008/10: National
report on adults, youth and children living in First Nations communities. Ottawa: FNIGC. http://fnigc.ca/sites/default/files/
First%20Nations%20Regional%20Health%20Survey%20(RHS)%202008-10%20-%20National%20Report.pdf
4Levesque,
L. and Janssen, I. (2015). Correlates of physical activity in First Nations youth residing in First Nations and northern
communities in Canada. Canadian journal of Public Health, 106(2)
5Canadian
Mental Health Association (2015). Benefits of Good Mental Health. Retrieved from http://calgary.cmha.ca/
mental_health/benefits-of-good-mental-health/#.VY1ruflViko
6Health
Canada (2015). First Nations Mental Wellness Continuum Framework Summary Report. http://nnapf.com/wpcontent/uploads/2015/01/24-14-1273-FN-Mental-Wellness-Summary-EN03_low.pdf
7Fredricks,
J. A., & Eccles, J. S. (2005). Developmental benefits of extracurricular involvement: Do peer characteristics mediate
the link between activities and youth outcomes? Journal of Youth and Adolescence, 34(6), 507–20
8See
citation 5
9First
Nations Information Governance Centre (FNIGC) (2012). First Nations Regional Health Survey (RHS) 2008/10: National
report on adults, youth and children living in First Nations communities. Ottawa: FNIGC. http://fnigc.ca/sites/default/files/
First%20Nations%20Regional%20Health%20Survey%20(RHS)%202008-10%20-%20National%20Report.pdf
10Wilson,
D. and McDonald, D. (2010) The Income Gap Between Aboriginal Peoples and the Rest of Canada. Canadian Centre
for Policy Alternatives. Ottawa. Retrieved from http://www.policyalternatives.ca/sites/default/files/uploads/publications/
reports/docs/Aboriginal%20Income%20Gap.pdf
11Kalt,
J. and Cornell, S. Harvard Project on the American Indian. Retrieved from http://hpaied.org/