ILTPD SportOrganizationGuide Sept2019 EN Web

Version 1.
Sport Organization Guide

Engaging Indigenous Participants
A GUIDE TO ACTION – Guide 1 of 2
Indigenous Long-Term Participant Development Pathway
ABORIGINAL
SPORT CIRCLE
Table of Contents
Foreword....................................................... 1 SECTION 3
Introduction.................................................. 2 Adapting and Implementing Programs...................29
Getting Started..................................................................30
SECTION 1 Building Relationships with
Indigenous Peoples in Canada..................................4 an Indigenous Community.................................................30
Cultural Awareness..............................................................4 Respecting History and Culture.........................................31
Key Terminology..................................................................5 Etiquette and Protocol Tips................................................31
Brief History.........................................................................6 Communications...............................................................33
The Holistic Model.............................................................11 Using the Holistic Model to Support

Program Design and Implementation................................36
The Indigenous Sport System.............................................14
Tips for Working with
Indigenous Sports..............................................................14 Indigenous Participants.....................................................40
Indigenous Sport Organizations........................................15 Be an Advocate.................................................................41
The Indigenous Participant Pathway..................................16 Building Engagement and Advocacy
Within the Sport System....................................................41
SECTION 2 Activating Change.............................................................43
Sport Ingredients for Success..................................18
Long-Term Athlete Development Framework.....................18
SECTION 4
The Role of the Coach and Technical Leaders in Conclusion..........................................................................44
Supporting Indigenous Athletes.........................................19 Further Reading and Resources.....................................45
What are the Aboriginal Coaching Modules?....................20
References..............................................................47
Assessing Organizational Readiness..................................21
Appendices.............................................................48
Assets and Barriers............................................................23
Appendix A: Organizational Readiness..............................48
Assessing the Climate and Culture of Your Sport...............24
Appendix B: Assets and Barriers........................................49
Long-Term Athlete Development:
Stage by Stage Planning and Implementation...................25 Appendix C: Assessing Climate and Culture......................50
Planning for Success..........................................................27 Appendix D: Planning Tool.................................................51

Appendix E: The Holistic Model.........................................53
Appendix F: Organization Contacts...................................54
Acknowledgements................................................55
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Figures and Tables
Figure 1: The Holistic Model..................................................12 Table 1: Alignment of the Holistic Model with
Figure 2: Organizations Impacting the Athlete Development Matrix...........................................13
Indigenous Participants.........................................................15 Table 2: Organizational Readiness........................................22
Figure 3: Two Streams Model................................................17 Table 3: Assets and Barriers..................................................23
Figure 4: Canada Snowboard and Table 4: Assessing Climate and Culture.................................24
First Nations Snowboard Association Strategic Plans.......34-35 Table 5: Long-Term Athlete Development
Stage by Stage Sample....................................................25-26
Table 6: Planning Tool...........................................................28
Table 7: Sample Indigenous Identification and
Tracking Information Provided by PTASBs.............................43
PUBLICATION DATE: MARCH 2019 SPORTFORLIFE.CA
ISBN: 978-1-927921-71-5 SPORTPOURLAVIE.CA

Foreword
Spencer O’Brien is a Canadian Olympic snowboarder who competes in Slopestyle. A

Six-time Winter X Games medalist including the 2016 Gold medal in Slopestyle, Spencer
has won gold at the 2013 FIS World Championships and also claimed the 2012 World
Snowboarding Championships.
From the time I began snowboarding at age 11, I have loved the sport.
In the beginning it was just a hobby that I did on the weekends with
my family, but as the years went on I realized how deep of a passion I
had for it. As I grew into the sport, snowboarding gave me a platform
upon which I could push myself and test the limits of my capabilities.
In the 17 years since I started, I have participated in competitions
around the world. I represented Canada in the 2014 Sochi Olympics,
won a gold medal at the 2016 X Games, and have been crowned
World Champion twice. So many of these accomplishments were
possible because of sport organizations like Canada Snowboard were
inclusive of my participation as an Indigenous athlete.
I belong to the Haida/Kwakwakw’wakw Nation, and I am one of only

a handful of Olympians who come from a First Nation in Canada. I am
proud of my heritage and where I come from, and I know there are
so many more incredible Indigenous athletes who need to be given a
chance, an opportunity to be involved in sport. I strongly believe that
more work needs to be done by sport organizations across Canada
to ensure Indigenous athletes have the opportunity to participate in
the sports they love—whether that participation leads to a pursuit
of excellence in their given sport or the desire to lead a healthy
and active lifestyle. A great example of this is Canada Snowboard’s
Indigenous Snowboard program delivered in partnership with the First
Nations Snowboard Association.
Further, I encourage all sport leaders to read the Indigenous Long-

Term Participant Development Pathway Sport Organization Guide and
Competition Guide, and take action to ensure their organizations are
considerate of participation of Indigenous athletes at all levels.
1
Introduction
Sport has been an integral part of the culture of First Nations, Inuit, and Métis peoples
throughout history. Sport means different things to different Indigenous peoples, and
traditional games have both spiritual and practical purposes.
However, Indigenous peoples across Canada have had at international competitions and events. Many
different experiences with systemic and overt forms Indigenous athletes have played professionally in
of discrimination, including (but not limited to) racism major leagues and events around the world, however,
within the mainstream sport system. Many aspects of the number represents only a small portion of the
the mainstream system also do not necessarily align Canadian Indigenous population.
with Indigenous needs. These experiences, along with
In Canada today, over half of all Indigenous peoples
many other barriers, have made participation in sport
live outside their traditional communities, often in
challenging for Indigenous peoples. In response, an
urban settings where much of the mainstream sport
Indigenous sport system has emerged to serve the
system is available and at its strongest. National Sport
Indigenous population.
Organizations (NSOs) and Provincial/Territorial Sport
Indigenous peoples want to engage in sport Organizations (PTSOs) have a responsibility to ensure
opportunities and they have a right to participate that their sport is accessible to participants. In order
in the mainstream sport system. But they need for sport organizations to create the best quality
to be welcomed to participate, and if provided experience in Indigenous sport and recreation, they
with appropriate opportunities, they may develop must first acknowledge that parts of the mainstream
into talented and exceptional athletes. Over sport pathway do not support the needs and priorities
the last century, Canadian sport has benefitted of Indigenous peoples and then take corrective action.
from Indigenous athletes representing Canada
Indigenous leaders from across Canada have identified three key

outcomes to be measures of successful implementation:
1. Indigenous children develop the skills, motivation, and desire to be active.
2. More Indigenous athletes reach higher levels of excellence through a

pathway of developmentally appropriate training, competition, and recovery
programs.
3. The quality of sport and physical activity programs improves, resulting in an

increased number of Indigenous people who are active for life.
2
Engaging Indigenous Participants in Sport provides background information, guidance
and tools for sport organizations to adapt programs and services to respond to the
needs and goals of the Indigenous athlete and achieve these outcomes.
This guide will give sport organizations an appreciation capacity through mutually beneficial partnerships with
for and the knowledge to maximize collaboration with Indigenous sport leadership, increased athlete and
the Indigenous sport system, as well as provide the coach participation, and potential increases in podium
steps to map out how the mainstream sport system performances.
can support Indigenous athletes as they move between
The Prime Minister of Canada, the Right Honourable
systems. By using this guide, sport organizations will
Justin Trudeau, underlined the importance of working
improve the quality of the sporting experience for
with Indigenous peoples in Canada by stating in the
Indigenous athletes. By improving their experiences,
Mandate Letter`s presented in November 2015 to
sport organizations will benefit from enhanced
Cabinet Ministers that:
“No relationship is more important to me and to Canada than the one

with Indigenous Peoples. It is time for a renewed, nation-to-nation
relationship with Indigenous Peoples, based on recognition of rights,
respect, co-operation, and partnership.” (Trudeau, 2015)
Further, the Truth and Reconciliation Commission of Canada’s final report provided Calls to Action that identified
sport and recreation as tools for social development to improve the health and well-being of Indigenous individuals
and communities (Truth and Reconciliation Commission of Canada, 2015a).
Clearly, everyone has a role to play in actively engaging Indigenous peoples to participate in sport. The
time is now to make a difference.
3
1 Indigenous Peoples in Canada
Cultural Awareness
Sport organizations need to be aware of and appreciate the diversity of Indigenous
cultures across Canada. Knowing, understanding, and acknowledging the varying
characteristics of Indigenous peoples across Canada is part of the foundation for
successfully engaging the Indigenous community in sport.
The following excerpt is from the Government of Canada’s Indigenous and

Northern Affairs Canada department:
“Aboriginal peoples” is a collective name for the original peoples of North

America and their descendants. The Canadian constitution recognizes
three groups of Indigenous peoples: Indians (commonly referred to as
First Nations), Métis and Inuit. These are three distinct peoples with
unique histories, languages, cultural practices and spiritual beliefs. There
are more than a 1.4 million people in Canada identifying themselves as an
Indigenous person (Indigenous and Northern Affairs Canada, 2013).
Indigenous communities are located in urban, rural and remote locations across Canada. They include:
• First Nations or Indian Bands, located on lands called reserves in most cases
• Inuit communities located in Nunavut, Northwest Territories, Northern Quebec (Nunavik) and Labrador
• Métis communities located mainly in Alberta, British Columbia, Ontario, Manitoba and Saskatchewan
• Urban communities of Indigenous peoples (including Métis, non-status Indians, Inuit and First Nation
individuals) in cities or towns which are not part of reserves (for example, the Indigenous community in
Winnipeg). Half of all Indigenous peoples in Canada live in urban areas (Indigenous and Northern Affairs Canada,
2013).
There are hundreds of Indigenous communities across Canada and it is important to learn about them – who they
are and where they are from.
Sport Organization Guide—Section 1 4

Key Terminology
Indigenous Indigenous means “native to the area.” In this sense, Aboriginal people are indeed
indigenous to North America. As a proper name for a people, the term is capitalized
to form “Indigenous peoples.” Its meaning is similar to “Aboriginal Peoples,”
“Native Peoples” or “First Peoples” (National Aboriginal Health Organization, 2012).
First Nations “First Nations people” refers to Status and non-status “Indian” peoples in Canada.
Many communities also use the term “First Nation” in the name of their community.
There are approximately 617 First Nation communities, which represent more
than 50 nations or cultural groups and 50 Indigenous languages (Indigenous and
Northern Affairs Canada, 2015a).
Band A body of Indians for whose collective use and benefit lands have been set apart or
money is held by the Crown, or declared to be a band for the purposes of the Indian
Act. Each band has its own governing band council, usually consisting of one chief
and several councilors. The members of a band generally share common values,
traditions and practices rooted in their ancestral heritage. Today, many bands prefer
to be known as First Nations (Indigenous and Northern Affairs Canada, 2016).
Band Council This is the governing body for a band. It usually consists of a chief and councillors,
who are elected for two or three-year terms (as established by the Indian Act or band
custom) to carry out band business, which may include education; water, sewer and
fire services; by-laws; community buildings; schools; roads; and other community
businesses and services (Indigenous and Northern Affairs Canada, 2016).
Métis The word “Métis” is French for “mixed blood.” Historically, the term “Métis” applied
to the children of French fur traders and Cree women in the Prairies, and of English
and Scottish traders and Dene women in the north. Today, the term is used broadly
to describe people with mixed First Nation and European ancestry who identify
themselves as Métis, distinct from First Nation people, Inuit or non-Indigenous
peoples (National Aboriginal Health Organization, 2012).
Inuit Inuit are the Indigenous peoples of Arctic Canada. They live on four territories:
(singular- Inuk) Nunatsiavut (Labrador), Nunavik (Quebec), Nunavut and the Inuvialuit Settlement
Region of the Northwest Territories. The Indigenous peoples of the central and
eastern Canadian Arctic, Nunavik (northern Quebec) and Labrador call themselves
“Inuit.” Inuit of the Mackenzie Delta in the Western Arctic call themselves
“Inuvialuit.” Both words mean “the people” in their own dialect (Indigenous and
Northern Affairs Canada, 2015b).
5
Sport Organization Guide—Section 1
Indian “Indian” collectively describes all the Indigenous peoples in Canada who are not
Inuit or Métis. The continued use of the term “Indian” is mainly for legal reasons.
Such terminology is recognized in the Indian Act and in the Constitution Act when
making reference to this particular group of Indigenous peoples. Some people find
the term “Indian” outdated and offensive and prefer to identify themselves as First
Nations people. The term “First Nations” came into common usage in Canada in the
1970s as a more respectful replacement, but there is still no legal definition for this
term (National Aboriginal Health Organization, 2012).
Status Indian A Status or Registered Indian is a person who is listed in the Indian Register. The
Indian Register is the official record identifying all Status Indians in Canada. The
Indian Act sets out the requirements for determining who is a Status Indian (National
Aboriginal Health Organization, 2012).
Treaty Indian Treaty Indians are Indians who are registered or affiliated with a treaty band and are
descendants of Indians who signed treaties with the Crown (National Aboriginal
Health Organization, 2012).
Brief History
The history of Indigenous peoples in Canada is rich and Nations and the Crown, established the recognition
diverse. This history stretches long into the past before of First Nation rights in Canada, and laid the
the arrival of the European newcomers with diverse foundation of the treaty-making process and Canada’s
interactions among different peoples, flourishing trade territorial evolution (Aboriginal Affairs and Northern
and fierce conflict, and competition for lands and Development, 2013).
resources. The history of First Nations, Inuit and Métis
The impact of treaty-making in Canada has been
is essentially the very history of Canada as they have
wide-ranging and long standing. The treaties the
played—and continue to play—important roles in its
Crown has signed with Indigenous peoples since the
development and its future.
18th century have permitted the evolution of Canada
The relationship between the Crown and Indigenous and form the basis for the ongoing treaty relationship.
peoples in Canada is one which has been in near This treaty-making process, which has evolved over
constant evolution since it was first established over more than 300 years between Indigenous and non-
300 years ago. It has been impacted by commercial Indigenous peoples in Canada, has its origins in the
and economic pressures, by shifting alliances and early diplomatic relationship developed between
external threats, as well as by policies of protection and European settlers and Indigenous peoples. These
subordination. diplomatic proceedings were the first steps in a long
process that has led to today’s comprehensive claims
On October 7, 1763, King George III issued a Royal
agreements between the Crown and Indigenous
Proclamation for the administration of British territories
peoples (Aboriginal Affairs and Northern Development,
in North America. The Royal Proclamation of 1763 set
2013).
out the core elements of the relationship between First

The Indian Act
The Indian Act is the principal statute through which and defined two new categories of Indian status. While
the federal government administers Indian status, the government would continue to determine status,
local First Nations governments and the management bands were given complete control over membership
of reserve land and communal monies. It was first lists (Aboriginal Affairs and Northern Development,
introduced in 1876 as a consolidation of previous 2013).
colonial ordinances that aimed to eradicate First
The Indian Act pertains only to First Nations peoples,
Nations culture in favour of assimilation into Euro-
not to the Métis or Inuit and outlines governmental
Canadian society. The Act has been amended several
obligations to First Nations peoples, and determines
times, most significantly in 1951 and 1985 (Henderson,
“status” — a legal recognition of a person’s First
2006). Parliament passed Bill C-31 in 1985 which
Nations heritage, which affords certain rights such as
removed discriminatory provisions, eliminated the links
the right to live on reserve land (Henderson, 2006).
between marriage and status, gave individual bands
greater control in determining their own membership,
The Numbered Treaties
Between 1871 and 1921, Canada undertook a Throughout the negotiations and in the text of the
series of land surrender treaties throughout its new Numbered Treaties, First Nations were encouraged
territories. The Numbered Treaties set aside reserve to settle on reserve lands in sedentary communities,
lands for First Nations and granted them annuities and take up agriculture and receive an education. The
the continued right to hunt and fish on unoccupied Numbered Treaties included land surrenders on a
Crown lands in exchange for Indigenous title. Also massive scale and solidified Canada’s claim on the
included in these new treaties were schools and lands north of the shared border with the United
teachers to educate First Nations children on reserves; States and secured and facilitated access to the
farming, hunting and fishing equipment; and vast and rich natural resources of Northern Canada
ceremonial and symbolic elements, such as medals, (Aboriginal Affairs and Northern Development, 2013).
flags and clothing for chiefs (Aboriginal Affairs and
Northern Development, 2013).
Constitution Act
The Constitution Act in 1982 patriated Canada’s practice, or traditions integral to the cultures of
constitution. As part of the Act, Section 35 recognized Canada’s Indigenous population. It also included
and affirmed existing Indigenous and treaty rights protection for Indigenous title which protects the use
in Canada including the protection of the activities, of land for traditional practices.
7
Self Government
In 1995, the government launched the Inherent partnerships between Indigenous peoples and the
Right Policy to negotiate practical arrangements federal government to implement that right. The policy
with Indigenous groups to make a return to self- also recognized that no single form of government
government a reality. This process involved extensive was applicable to all Indigenous communities. Self-
consultations with Indigenous leaders at the local, government arrangements would therefore take
regional and national levels, and took the position many forms based upon the particular historical,
that an inherent right of Indigenous self-government cultural, political and economic circumstances of each
already existed within the Constitution. Accordingly, respective Indigenous group (Aboriginal Affairs and
new self-government agreements would then be Northern Development, 2013).
Residential Schools and the Truth and Reconciliation Commission
The establishment and operation of residential schools After nearly a decade of negotiations, in 2007 the
were a central element of Canada’s Indigenous policy Government announced a landmark compensation
and began in the 1870s. Indigenous children were package (the Common Experience Package) for
removed from their families and homes, sometimes residential school survivors, worth nearly $2 billion. The
forcibly, and taken to residential schools where they settlement included a common experience payment,
were housed and educated under the authority of an independent assessment process, commemoration
the Government of Canada. The Government of activities, measures to support healing and the
Canada was involved in the funding and operation of creation of an Indian Residential Schools Truth and
many of these schools, along with various religious Reconciliation Commission to act as an independent
organizations, including the Anglican, Presbyterian, body and to provide a safe and culturally appropriate
United and Roman Catholic churches. Two primary place for former students and others affected by the
objectives of the residential schools system were to residential school system to share their experiences
remove and isolate children from their homes, families, (Aboriginal Affairs and Northern Development, 2013).
traditions and cultures, and to assimilate them into the On June 11, 2008, the Prime Minister apologized
dominant culture. In all, some 150,000 First Nations, on behalf of the Government of Canada, and all
Inuit and Métis children were removed and separated Canadians, for the forcible removal of Indigenous
from their families and communities to attend children from their homes and communities to attend
residential schools. While most Indian residential Indian residential schools (Harper, 2008).
schools ceased to operate by the mid-1970s, the
last federally run school closed in the late 1990s
(Aboriginal Affairs and Northern Development, 2013).

The Truth and Reconciliation Commission of Canada’s mandate was to inform all
Canadians about what happened in Indian residential schools in Canada. The Truth
and Reconciliation Commission of Canada documented the truth of survivors, families,
communities and anyone personally affected by the Indian residential school experience.
The Truth and Reconciliation Commission of Canada released a final report in 2015:
“For over a century, the central goals of Canada’s Aboriginal policy were
to eliminate Aboriginal governments; ignore Aboriginal rights; terminate
the Treaties; and, through a process of assimilation, cause Aboriginal
peoples to cease to exist as distinct legal, social, cultural, religious, and
racial entities in Canada. The establishment and operation of residential
schools were a central element of this policy, which can best be described
as “cultural genocide.”
Physical genocide is the mass killing of the members of a targeted group,

and biological genocide is the destruction of the group’s reproductive
capacity. Cultural genocide is the destruction of those structures and
practices that allow the group to continue as a group. States that
engage in cultural genocide set out to destroy the political and social
institutions of the targeted group. Land is seized, and populations are
forcibly transferred and their movement is restricted. Languages are
banned. Spiritual leaders are persecuted, spiritual practices are forbidden,
and objects of spiritual value are confiscated and destroyed. And, most
significantly to the issue at hand, families are disrupted to prevent the
transmission of cultural values and identity from one generation to the next.
In its dealing with Aboriginal people, Canada did all these things.”
(Truth and Reconciliation Commission of Canada p. 5, 2015b)
Canada’s relationship with Indigenous peoples has In order to redress the legacy of residential schools and
suffered as a result of the Indian residential school advance the process of Canadian reconciliation, the
system. Healing and repairing that relationship requires Truth and Reconciliation Commission of Canada issued
education, awareness, and increased understanding of ninety-four calls to action. Of these, five (87, 88, 89,
the legacy and the impacts still being felt for everyone 90 and 91) are specifically categorized under Sports
involved in that relationship. and Reconciliation. In addition, many of the remaining
calls to action have implications for sport.
9
Truth and Reconciliation Commission of Canada (2015b) |Calls to Action for Sports and
Reconciliation:
87. We call upon all levels of government, in collaboration with Aboriginal peoples, sports halls of
fame, and other relevant organizations, to provide public education that tells the national story
of Aboriginal athletes in history.
88. We call upon all levels of government to take action to ensure long-term Aboriginal athlete
development and growth, and continued support for the North American Indigenous Games,
including funding to host the games and for provincial and territorial team preparation and
travel.
89. We call upon the federal government to amend the Physical Activity and Sport Act to support
reconciliation by ensuring that policies to promote physical activity as a fundamental element of
health and well-being, reduce barriers to sports participation, increase the pursuit of excellence
in sport, and build capacity in the Canadian sport system, are inclusive of Aboriginal peoples.
90. We call upon the federal government to ensure that national sports policies, programs, and
initiatives are inclusive of Aboriginal peoples, including, but not limited to, establishing:
i. In collaboration with provincial and territorial governments, stable funding for, and access
to, community sports programs that reflect the diverse cultures and traditional sporting
activities of Aboriginal peoples.
ii. An elite athlete development program for Aboriginal athletes.
iii. Programs for coaches, trainers, and sports officials that are culturally relevant for Aboriginal
peoples.
iv. Anti-racism awareness and training programs.
91. We call upon the officials and host countries of international sporting events such as the
Olympics, Pan Am, and Commonwealth games to ensure that Indigenous peoples’ territorial
protocols are respected, and local Indigenous communities are engaged in all aspects of planning
and participating in such events.
The history of Canada’s Indigenous peoples is extensive and diverse and cannot be easily summarized. The authors
have attempted to capture information about Canada’s Indigenous peoples that would be the most relevant to the
objective of this guide. The authors strongly recommend readers refer to the Resources Section at the conclusion
of this guide for more information, and actively engage with Indigenous peoples directly to learn more about their
remarkable history. The authors further encourage readers to take an active interest in the news and events of the
day and to remain abreast of issues, stories, and Canada’s reconciliation efforts with Indigenous peoples.

The Holistic Model
The medicine wheel is an ancient symbol that has been used by many Indigenous peoples throughout North
and South America. The medicine wheel shows the interdependence of all facets of life. One of the important
principles of the medicine wheel is that harmony and balance in all four directions is the goal of learning and
change (Aboriginal Sport Circle and Coaching Association of Canada, 2003).
The medicine wheel has been traditionally used to Development Matrix (ADM); a comprehensive set of
represent the four cardinal directions of north, south, performance components which includes the physical
east and west; the four seasons of winter, spring, capacities, psychological (mental) skills, technical skills
summer and fall; the four sacred medicines of tobacco, and life skills necessary at each stage leading to a
sage, cedar and sweetgrass; or the four aspects of podium performance or to being competitive for life.
nature—physical, mental, emotional and spiritual. The Ensuring that athletes master stage-appropriate skills
medicine wheel is not used in the same way by every in each of the four domains is important, because too
community. frequently, coaches at the higher levels find themselves
having to provide remedial instruction to athletes
The Holistic Model (see Figure 1) was inspired by the
who have missed learning critical skills earlier. It is the
medicine wheel and was adopted by the Aboriginal
responsibility of each sport to ensure that participants
Sport Circle to reflect the different traditional teachings
have an optimal experience and consider what
and interpretations from the many Indigenous
needs to be done in each of the different domains at
communities throughout Canada. The Holistic Model is
every stage of the Long-Term Athlete Development
used to represent the four main aspects of each person
Framework.
in their development as participants and athletes:
physical, mental (intellectual and emotional), spiritual, The concepts behind the Long-Term Athlete
and cultural. When those aspects are in harmony and Development Framework and ADM are very similar
balance, participants will have greater success in their to the concepts in the Holistic Model. The similarities
sporting experience. The Aboriginal Sport Circle has make the Holistic Model a helpful tool for sport
embraced the Holistic Model as foundational teachings organizations to refer to when communicating
for developing a holistic approach in sport. important concepts about a sport specific athlete
development pathway to Indigenous participants.
Table 1 and Section 3 of this guide provides guidance
The concepts behind the Long-Term on how to use the Holistic Model in combination
Athlete Development Framework and with a sport’s ADM and other Long-Term Athlete
Athlete Development Matrix are very Development related materials.
similar to the concepts in the Holistic
Model.
The Long-Term Athlete Development Framework,

introduced in 2005 and revised in 2013, has been
used by sport organizations to create a list of skills
needed to be developed and performed by athletes at
each stage of development. Underpinning the Long-
Term Athlete Development Framework is an Athlete
11
Physical
Engage in stage-of-development
appropriate training to develop general,
and sport-specific, stamina (endurance), strength,
speed and suppleness (flexibility) to meet the physical
demands of the sport, and to develop and maintain
optimum health.
Spiritual Cultural
All humans are spiritual Sport can be a powerful
beings and spirituality is a connector to Aboriginal culture
vital part of every person’s life. and can be an opportunity to
Spirituality affects your purpose for explore traditional teachings and
living and how you choose to live; it practices. You cannot assume that the
affects why and how you participate in people you coach know about` the culture
sport. You are encouraged to of their nation. Protocols are important in
acknowledge this aspect of yourself the host communities and should be
and to find your sacred path. learned and practiced to ensure
that respect is shown to host
territory.
Mental rehearsal, strategy, tactics, and learning to focus are

some of the areas in which an athlete needs to develop
skills. The mental-intellectual aspect helps a person to
reason, think, analyze, process, and apply information.
It enables a person to step back from emotions in
order to maintain focus and analyze the situation
instead of reacting immediately.
Mental
Intellectual & Emotional
Figure 1: The Holistic Model (adapted from Aboriginal Coaching Modules, Module 1)
The Holistic Model was developed by Rick Brant and generously given to the Aboriginal Sport Circle for its use.

Table 1: Alignment of the Holistic Model with the Athlete Development Matrix
The Holistic Model Athlete Development Matrix

Physical – Engage in stage-of-development Physical Capacities – Engage in stage-
appropriate training to develop general, and of-development appropriate training to
sport-specific, stamina (endurance), strength, develop general, and sport-specific, stamina
speed and suppleness (flexibility) to meet the (endurance), strength, speed, and suppleness
physical demands of the sport and to develop (flexibility) to meet the physical demands
and maintain optimum health. of the sport and to develop and maintain
optimum health, including injury prevention.
Technical Skills – Execute stage-of-
development appropriate fundamental
movement skills, foundation sport skills and
sport-specific technical, tactical and strategic
skills. Focus is on developing and enhancing
skill performance under pressure.
Mental (Intellectual and Emotional) Psychological (Mental) Skills – Learn
– Mental rehearsal, strategy, tactics, and stage-of-development appropriate mental
learning to focus are some of the areas in skills that enable the athlete to enhance
which an athlete needs to develop skills. The personal performance in both training and
mental-intellectual aspect helps a person competition. Skills include, but not limited
to reason, think, analyze, process, and apply to focus and attention control, effective
information. It enables a person to step back visualization and emotional control under
from emotions in order to maintain focus performance pressure.
and analyze the situation instead of reacting
immediately.
Spiritual – All humans are spiritual beings
and spirituality is a vital part of every person’s
life. Spirituality affects a person’s purpose for
living, choices on how to live and it affects Life Skills – Learn stage-of-development
why and how a person participates in sport. appropriate emotional, social and life skills
Athletes are encouraged to acknowledge this to enable athletes to function effectively
and to understand their sacred path. as individuals and harmoniously as group
Cultural – Sport can be a powerful members; enabling them to focus on key
connector to Indigenous culture and can educational, relationship and sport activities.
be an opportunity to explore traditional
teachings and practices. Athletes cannot be
assumed to know about the culture of their
nation. Protocols are important in the host
communities and should be learned and
practiced to ensure that respect is shown to
host territory.
13
The Indigenous Sport System
The Indigenous sport system, a system separate from Indigenous sport system has limitations. The number of
that of mainstream sport, has emerged to address participants and the access to increasingly competitive
the marginalization that was occurring in many opportunities are limited due to a smaller population
mainstream sport systems. The Indigenous sport and other factors such as resources and distance. As
system offered Indigenous participants and coaches such, for Indigenous athletes to continue to thrive,
the opportunity to be engaged in sport and to be they need to have access to the mainstream sport
supported in the ways that they needed in order system—while having their unique needs supported as
to have a positive sport experience. However, the Indigenous athletes.
Indigenous Sports
Long ago, the survival of many Indigenous peoples to know, understand and respect the history of
depended on their skills as hunters. The children were these sports as some have traditional significance to
taught these skills at an early age either by members Indigenous peoples.
of the community or by playing among themselves.
In order to support the competitive experience of
Games filled an important role in educating the young
the Indigenous participant, most regions (each
by cultivating life skills together with their physical and
province and territory) in Canada have an Indigenous
social development.
competitive option for sports. Nevertheless, there are
Many mainstream sports came from Indigenous roots. still significant barriers for Indigenous athletes many of
Examples include lacrosse, hockey, basketball, canoe, whom live in rural communities.
archery, track and field, and more. It is important

Indigenous Sport Organizations
Indigenous sport organizations develop and deliver sport to Indigenous peoples only.
The Aboriginal Sport Circle is a multisport service Indigenous sport and recreation is often driven at the
organization that serves as the national voice for community level through friendship centres, band
Indigenous sport development in Canada. Established facilities, staff and community volunteers. These
in 1995, the Aboriginal Sport Circle has member organizations are sometimes referred to as Indigenous
organizations from the regions of Canada. sport clubs.
Regional organizations are often provincial or territorial As a result of the multiple sport systems and
entities. These are referred to as a Provincial/Territorial organizations, an Indigenous athlete’s sport experience
Indigenous Sport Body (PTASB). In some cases, may be impacted by a number of sport governing
the PTASB may be part of the provincial/territorial agencies or organizations (see Figure 2).
government sport branch or designate. PTASBs expand
A list of PTASBs can be found at
access to sport and recreation for Indigenous peoples
www.aboriginalsportcircle.ca.
within each of their respective regions.
A. Aboriginal Sport Circle E. Mainstream Competition System

B. Provincial Territorial F. Provincial Territorial
Aboriginal Sport Body Sport Organization
Aboriginal Participant
C. Aboriginal Community/Club G. National Sport Organization
D. Aboriginal Competition System H. Local Sport Organization/Club
Figure 2: Organizations Impacting Indigenous Participants
15
The Indigenous Long-Term Participant Development Pathway
The Indigenous Long-Term Participant Development system as they have better or more consistent access
Pathway (see Figure 3) attempts to demonstrate to the cultural support needed for them to progress.
how the two sport systems could be interconnected As their skills improve, they may need to move to the
and work together to the benefit of the Indigenous mainstream sport system to develop their skills further,
athlete. It may be to the benefit of an Indigenous and continue into high performance, which is a single
athlete to develop through the Indigenous sport stream to international high performance success.
“Some view the Canadian and Aboriginal sport systems as working

like a double helix; there are places at which the two systems intersect,
but there are others where they depart… specifically the mainstream
Canadian sport system and the all-Aboriginal or all-Native sport system…
the connection between the two systems is often characterized by
tension.” (Forsyth & Giles, 2013)
The ability for an Indigenous participant to shift back Additional supports may be necessary to help an
and forth and up and down between and within the Indigenous athlete (and coach) transition into the
two systems is very dependent on the sport, as well mainstream system to help overcome the barriers and
as the opportunities available in their region. Each challenges that may arise because of differences in the
Indigenous participant will secure their place in these two systems. An athlete or coach may feel frustrated
systems according the support that they receive and with having to receive remedial skill development
the level of comfort they experience. as a result of moving between the Indigenous and
mainstream systems as they had previously felt
One of the biggest challenges Indigenous athletes face
confident and competent in their skills. Supports that
moving from the Indigenous system to the mainstream
help Indigenous athletes to continue to stay engaged
system is misalignment between the athlete’s needs
and find success in their sports participation are
(e.g. stage of development) and the programs, services
necessary to ease the transition.
and competitions offered in the mainstream system.
Occasionally, some remedial skill development may be Figure 3 demonstrates how collaboration could work in
required in order for that participant to find success in order to best support the Indigenous athlete.
the mainstream system.

FROM PLAYGROUND TO PODIUM:
SUPPORTED BY FAMILY, FRIENDS, INSTRUCTORS, VOLUNTEERS, AND COACHES
All Indigenous Active for Life Adult and Masters

Tournaments Leagues
Podium Performers
Top Professionals
Train to Win
National Teams
Professional Teams
Train to Compete National

Development Teams
Varsity Athletics
MAINSTREAM SYSTEM
Junior National Teams
Indigenous Provincial/ Provincial/Territorial Teams

Territorial Teams
Train to Train
INDIGENOUS COMMUNITY SYSTEM
Schools/Academies
Tournament Select Community

Teams Representative Teams
Indigenous Clubs Community Clubs
Learn to Train
Indigenous Teams Community Teams
FUNdamentals
Recreation Program Recreation Program
Playground Playground
Active Start
Figure 3: Two Streams Model
17
2 Sport Ingredients for Success
In Section 1, readers were provided with key terminology, reviewed a brief history
of Indigenous peoples in Canada, and learned of the importance of pursuing
reconciliation. In addition, readers learned about the Holistic Model and the Indigenous
sport system.
In Section 2, readers will review and take stock of their technical and organizational
capacities prior to creating a plan to engage Indigenous peoples. Sports should be able
to generate an organizational ‘snapshot’ of their technical and cultural status. The
following foundation of quality sport and organizational readiness will enable sports to
build a more effective strategy to engage Indigenous peoples.
Long-Term Athlete Development Framework
The Long-Term Athlete Development Framework growth in skills and achievement while ensuring each
supports training, competition, and recovery programs individual remains engaged in sport.
based on developmental age — the physical, mental
Sport organizations that are further along in their
and emotional maturation of the individual — rather
efforts to align their sport systems with Long-Term
than chronological age. The Framework is athlete-
Athlete Development may find that these materials
centered and designed to serve the best interests of
or milestones will facilitate their efforts to design a
each athlete’s long-term development, encouraging
strategy to engage Indigenous peoples in sport.
Technical Resource List

Long-Term Athlete Development Framework
Parasport and Discipline specific framework(s)
Sport specific ADM
Stage specific assessment tools
Podium Pathway and Gold Medal Profile (GMP); (for Own the Podium targeted
sports)
Coaching Association of Canada – National Coaching Certification Program

(NCCP) contexts associated with the Learn to Train through Train to Win stages
of Long-Term Athlete Development, have the ADM, Podium Pathway, and GMP
information embedded in the curriculum
Long-Term Athlete Development Implementation and Alignment Plan

The absence of these milestones does not preclude an organization from taking the next
steps towards building an engagement strategy with Indigenous partners.
Even if an organization has not reached this stage of Given their importance for Canadian sport
their Long-Term Athlete Development alignment plan, overall, the development of these materials and
it is important to recognize that the most important the achievement of these Long-Term Athlete
key to success will be the engagement process and Development milestones must nevertheless remain a
the strength of the relationship built between the significant priority for all sports.
sport organization and the Indigenous community.
Sports are advised to revisit their Indigenous
engagement strategies periodically as these Long-Term
Athlete Development steps are completed.
The Role of the Coach and Technical Leaders in Supporting

Indigenous Athletes
Coaches and other technical leaders play a critical role As such, sports should enhance the training and
in successfully engaging and retaining people in sport. professional development expectations of coaches
Often coaches are among the closest representatives through the use of the NCCP and specifically the
of the sport to the athlete and parents. However, Aboriginal Coaching Modules (ACM).
coaching and working with Indigenous athletes may
be a new area for many coaches and it is important to
set them up for success.
19
What are the Aboriginal Coaching Modules?
The ACM is a professional development training tool for Indigenous and non-Indigenous coaches who coach
Indigenous athletes. The ACM is part of the NCCP.
The ACM is particularly important for sports in areas where Indigenous participants are most likely to enter
the sport’s athlete development pathway, for example at the stages aligned with Competition Introduction,
Competition Introduction Advanced, and Competition Development contexts. The ACM could be added as a
portfolio piece or requirement for demonstrated professional development.
The materials in the ACM have been developed by the Aboriginal Sport Circle and
Coaching Association of Canada (2003) to meet the following:
• Provide culturally relevant training workshops to Indigenous coaches and community sport leaders;
• Elevate the capacity of Indigenous and non-Indigenous coaches to coach Indigenous athletes;
• Improve the quality of the sport experience for Indigenous athletes;
• Improve the coach’s understanding of, and ability to apply, Indigenous culture to sport and to coaching
techniques and tactics;
• Allow Indigenous communities greater accessibility to the NCCP;
• Increase the number of NCCP certified Indigenous coaches; and
• Make the wisdom of Indigenous culture available to both Indigenous and mainstream sport.
The ACM provide training around cultural considerations and are valuable for coaches working in Indigenous
communities or with Indigenous participants. Pairing the ACM with sport-specific content provides a platform for
coaches to engage Indigenous participants in the sport in a more culturally appropriate manner. The trained coach
creates safer environments for learning and a structure that also enlists and supports the next generation of skill
developers.
The ACM is not only for coaches
The ACM is also useful for technical and sport leaders to:
• Increase awareness of and support for the ACM among Indigenous communities and the mainstream sport
community in Canada;
• Enable coaches and communities to embrace culturally sensitive practices so they can better meet the diverse
needs of Indigenous athletes in Canada;
• Install coaches at all levels of sport with ACM training; and
• Create opportunities for positive dialogue between administrators, facilitators, coaches, and athletes about
how the ACM should evolve to meet the constantly changing needs of young Indigenous athletes.

Assessing Organizational Readiness
Sport organizations would be well served to conduct an assessment of their current
readiness to engage Indigenous peoples within several key business and technical areas
of their sport system (see Table 2 and Appendix A).
A typical sport organization is engaged in many organizational view and determine if any conflicting
activities—projects, events, and ongoing initiatives— priorities exist that may impact the availability of the
and new initiatives must be viewed within the larger partners and resources needed (e.g. expertise, money).
picture of organizational plans and priorities. Knowing and understanding how engaging Indigenous
participants in sport fits into that bigger picture will
To maximize an initiative’s potential for success, sports
influence how sports proceed.
must examine how an initiative fits within that larger
When assessing organizational readiness, sports need to consider:

• Has the sport previously delivered programming for Indigenous peoples?
• Has the sport previously delivered programming in Indigenous communities?
• What resources are available (e.g. time, people, funding) to support Indigenous athletes?
• What resources are available to identify the sports’ population and diversity?
• Who are the sports’ partners in delivering programming to Indigenous athletes?
• What other priorities are competing for resources that could impact the delivery to Indigenous athletes?
• Are there other partners from other jurisdictions that can support the delivery of programming to
Indigenous athletes?
• What is the level of knowledge, understanding and support of the staff and volunteers?
• How will success be measured and evaluated?
• What is achievable as a result?
What is your sport organization’s readiness to By assessing organizational readiness, sports will
undertake the project? Completing Table 2 (and have a greater understanding of their present
Appendix A) will allow sports to survey the current status, their intended outcomes and prioritization.
status of their sport’s Operational Objectives and Further, it is recommended that sport organizations
Measures. This information will create the baseline for consider collaborating with Indigenous sport partners
future assessments of progress. throughout the assessment.
21
Table 2: Organizational Readiness
Operational
Measurables - Key Performance Indicators Actual
Objectives
Coaches - ACM Trained
Indigenous Officials
People Indigenous Athletes
Indigenous Board Members
Indigenous Coaches
Aboriginal Sport Circle
Indigenous Technical Leaders
Partners Provincial/Territorial Indigenous Sport Bodies, Friendship Centres
Motivate Canada
Canadian Olympic Committee, Canadian Paralympic Comimttee
National Sport Organizations, Provincial/Territorial Sport Associations, Sport Centres
National
Provincial
Places
Municipal
Community
Rural
Policies to support priority
Self-identification
Financial
Team selection
Policies
Integrated Support Team (IST)
First Nations, Indigenous Friendship Centres, Métis Chartered Communities, Inuit
National Sport Organizations, Provincial/Territorial Sport Organizations, National Sport

Organizations, Provincial/Territorial Indigenous Sport Bodies
National Sport Organizations, Provincial/Territorial Sport Organizations, National Sport
Organizations, Provincial/Territorial Indigenous Sport Bodies
Participation - growth
Programs
Accessible
Long-Term Athlete Development / Indigenous Long-Term Participant Development
Pathway aligned
Provincial/Territorial Sport Organization, Provincial/Territorial Indigenous Sport Body

Promotion
National Sport Organization
Capacity to promote
Collaborate
Number of impressions
Participation
Indigenous participation

Assets and Barriers
Indigenous peoples face a number of barriers that deter them from pursuing
involvement in sport. In addition, sports themselves are fraught with barriers both
invisible and overt that deter many people from becoming engaged, participating in or
continuing in a sport. When assessing a sport’s assets and barriers, organizations need
to consider:
• What staff or volunteers can help? What training will be needed?
• What governance support is there for this work?
• What partners are engaged in working with Indigenous athletes or organizations? What Indigenous partners
does the organization have or could cultivate?
• What resources are available (e.g. time, people, funding) to support this work? Where is programming offered
that might have a high percentage of Indigenous participants or potential participants? What has already been
learned in those programs?
• What policies are in place that will help this work or hinder it?
• What marketing is being done? Is it inclusive? What can be done to enhance that attractiveness of the
marketing to diverse populations?
• What percentage of participants are Indigenous? How can the information be found? How can Indigenous
participants be engaged to be open about self-identifying?
How would your sport organization’s assets and barriers be rated? Completing Table 3 (and Appendix B) will allow
organizations to survey the current status of their sport’s assets and barriers to engagement, recruitment, and
retention by organizational objective. Consider doing this assessment for each stage of your sport’s Long-Term
Athlete Development. In order to complete this, a wide variety of partners will need to be consulted with including
Indigenous participants to fully determine assets and barriers.
Table 3: Assets and Barriers
Assets Barriers
People
Partners
Places
Policies
Programs
Promotion
Participation
23
Assessing the Climate and Culture of Your Sport
An important element of organizational readiness is the sport’s climate and culture.
When assessing a sport’s climate and culture, organizations need to consider the sport’s
capacity with respect to engaging Indigenous peoples in each of these key areas:
• People • Places • Programs • Participation
• Partners • Policies • Promotion
How would your sport organization’s climate and culture be rated? Completing Table 4 (and Appendix C) will
allow organizations to survey the current status of the sport’s climate and culture to engagement, recruitment,
and retention by organizational objective. Consider doing this assessment for each stage of the sport’s Long-Term
Athlete Development Framework.
Table 4: Assessing Climate and Culture

Developing Improving Succeeding Leading
People
Partners
Places
Policies
Programs
Promotion
Participation

Long-Term Athlete Development:
Stage by Stage Planning and Implementation
The Long-Term Athlete Development stage by stage approach is a guide to build
the engagement plan. Within each Long-Term Athlete Development stage, the
necessary technical leadership is identified along with the tools, planning tips, and
communication pathway.
Documenting the plan is key to ensuring that results, that key messaging is delivered in a manner consistent
outcomes, and expectations can be shared with with the organization’s objectives. The organization will
partners and monitored by the organization. The therefore require a communication plan that addresses
overall plan should appear as a component of a sport’s both internal and external communications.
overall strategic and/or operational plan. Having a
Table 5 shows a Long-Term Athlete Development
well-designed plan will also ensure the sport can
stage by stage sample of the essential resources
demonstrate its strong commitment to engagement
and a suggested pathway to engage key people
with the Indigenous community. Potential Indigenous
and partners. It is a reference of who needs to be
partners should be able to see where they fit into the
engaged in the communication at each stage, as well
vision and how to contribute to the outcomes.
as a potential sequencing to ensure each partner has
Communication is most important to successfully been engaged at each step, guaranteeing multiple
engage with the Indigenous community and PTASBs. perspectives have been incorporated into the plan.
The organization will require a strategy to ensure that
the overall plan to engage Indigenous participants is
well communicated at each stage of development and
Table 5: Long-Term Athlete Development Stage by Stage Sample
Learn to Train Train to Train Train to Compete Train to Win

1. LTAD (sport specific) 1. LTAD (sport specific) 1. LTAD (sport specific) 1. LTAD (sport specific)
2. ADM (if available) 2. ADM (if available) 2. ADM (if available) 2. ADM (if available)
3. Holistic Model (and how it 3. GMP (if Available) 3. GMP (if available) 3. GMP (if available)
TOOLS NEEDED/TO
BE WORKED ON
ties to the Sport’s ADM) 4. Holistic Model (and how it ties 4. Holistic Model (and how it ties 4. Holistic Model (and how it
4. Coach context to the Sport’s ADM) to the Sport’s ADM) ties to the Sport’s ADM)
(Competition introduction 5. Coach context (Comp Intro 5. Coach context (Comp dev 5. Coach context (Comp
curriculum updated with Advanced curriculum updated curriculum) & ACM dev advanced / Comp HP
Indigenous Cultural with Indigenous Cultural 6. Complete Organizational individual curriculum) &
competencies) & ACM competencies) & ACM Readiness checklist ACM
5. Complete Organizational 6. Complete Organizational (Appendix A) 6. Complete Organizational
Readiness checklist Readiness checklist (Appendix A) Readiness checklist
(Appendix A) (Appendix A)
25
Table 5: Long-Term Athlete Development Stage by Stage Sample (continued)

• Regional Coaches • Regional/Provincial Coaches • Provincial/National Dev • National Team Coaches &
• Local Administrators • Local/Provincial Administrators Group/Next Gen Coaches Integrated Support Team
COMMUNICATION PATHWAY
• PTASBs • PTASBs • PTASBs • PTASBs

• PTSOs • PTSOs • PTSOs • PTSOs
• NSOs Engaged • Multi-Sport Organization • Multi-Sport Organization
groups – Canadian Sport groups – Canadian Sport
Institute’s, Integrated Support Institute’s, Integrated
Team (Physiologist, Strength Support Team (Physiologist,
and Conditioning, Sport Strength and Conditioning,
Psychologist, technicians, etc.) Sport Psychologist,
technicians, etc.)

Clear outcomes that are Clear outcomes that are mutually Clear outcomes that are mutually Clear outcomes that are
mutually beneficial for all beneficial for all partners. beneficial for all partners. mutually beneficial for all
partners. Some examples including: Some examples including: partners.
Some examples including: • Skills developed, measured, • Skills developed, measured, Some examples including:
• Skills developed and monitored and monitored • Skills developed, measured,
• Participation increased • Participation increased • Participation increased and and monitored
• Accessibility enhanced and • Accessibility enhanced and retained • Participation increased and
PLAN
sustained sustained • Accessibility enhanced and retained

• Cultural competency • Cultural competency developed sustained • Accessibility enhanced and
developed • Long-term vision for sport • Cultural competency sustained
• Long-term vision for participation that is achievable developed • Cultural competency
sport participation that is in the region • Long-term vision for developed
achievable in the region sport participation that is • Long-term vision for
achievable in the region sport participation that is
achievable in the region

1. NSO Technical Leadership 1. NSO Technical Leadership 1. Driven by NSO Technical 1. Driven by NSO Technical
with strategic plan and with strategic plan and Leadership with strategic plan Leadership with strategic
organizational support & organizational support & and organizational support & plan and organizational
TECHNICAL LEADERSHIP
PTSO (engaged) Driven by PTSO in full partnership with PTSO support

2. PTASBs 2. PTASBs 2. PTASBs 2. PTSO (awareness is key)
3. Regional Indigenous and 3. Regional Indigenous and 3. Regional Indigenous and 3. PTASBs
Technical Leadership Technical Leadership Technical Leadership 4. Regional Indigenous and
4. Regional Indigenous 4. Regional Indigenous 4. Regional Indigenous Technical Leadership
community & Elder community & Elder support community & Elder support 5. Regional Indigenous
support 5. Regional Athlete/Parent/ 5. Regional Athlete/Parent/ community & Elder support
5. Regional Athlete/Parent/ 6. Grandparent Supported Grandparent Supported 6. Regional Athlete/Parent/
Grandparent Supported Grandparent Supported

Planning for Success
Strategic Thinking
Competing priorities and looming deadlines often sport organizations may fail to consider all the options,
create pressure to hurry planning so that people can opportunities or constraints; subsequently, sports may
get started on the ‘doing’. Patience is required. If the invest resources into actions that will not produce the
planning process is rushed and concluded too quickly, intended impact.
The following are a few additional strategic elements that need to be considered as
sports develop engagement strategies and identify priorities:
1. Sustainable System and Capacity Building

○○When investing resources (e.g. time, human, funding) into an initiative or
series of initiatives, consider if the investment will result in long-term change.
○○It may take more time and require more funding, but the change that results
will be embedded into the culture and therefore be more sustainable.
2. Integrated Planning
○○Check to see if other groups are undertaking similar initiatives. Is there an
opportunity to create efficiencies and therefore a bigger system impact by
collaborating?
3. Leveraging Opportunities
○○Look ahead, and identify events on the horizon that could add value to
current programs and ultimately lead to bigger impacts.
4. Principles of Change Leadership
○○Change leadership strategies need to be factored into all phases of an
initiative. Engage, consult, and involve Indigenous partners throughout so
that they become active supporters and promoters of the initiative.
5. Return on Investment
○○Consider carefully where and how to invest resources (e.g. time, people,
funding). Is it better to make smaller investment in multiple actions or invest
a larger amount in just a few?
6. Planning Your Initiative
○○A plan is like a roadmap. Begin by identifying the starting point and the
final destination. Map out the route between the two by identifying the
actions and milestones that need to be reached along the way in order to
arrive at the final destination.
Like a roadmap, a plan will take the sport from step to step, with each step informing
the next. Each key task includes one or more action, actions create outputs, outputs
lead to outcomes and outcomes lead to impacts, both direct and indirect.
27
Actions
The next step is to list the key tasks/actions—in other words, the actions/activities that
need to be undertaken in order to achieve a desired output. Typically, these fall into
five categories:
1. Awareness: inform and promote; tend to be the most utilized because

they are inexpensive and easy to implement; however, to be effective
they need to be used in combination with other types of action.
2. Regulatory: new structures and rules; utilized often and although

generally perceived as effective, they can also create resistance and may
result in unintended consequences.
3. Educational: formal learning activities and tools; generally perceived as

effective, however, the impact is often not clearly measured.
4. Administrative: changes to organizational procedures; are typically

effective as they then become embedded in organizational culture.
5. Recruitment: increasing the number of participants (athletes, coaches,

volunteers) in the different stages of development.
Using the planning tool (see Table 6 and Appendix D), identify what initiative will be
activated with the sport organization and Indigenous partners and begin by listing three
actions or activities for the initiative to create a draft plan.
Questions to Consider:
1. How will the quality of the output be ensured?
2. Who needs to be involved?
3. What are the change leadership actions that need to be factored in?
Table 6: Planning Tool

PLANNING TOOL PLANNING TOOL
Planning Your Activation Project Planning Your Activation Project

Your Vision Measures: Identify 1 or 2 good measures for each of the Actions, Outputs, Outcomes and Impacts – “We expect to
Key Task do/see by...(date)”
Action Output Outcome Impact (Direct) Impact (Indirect)
Linkages: Consider the Actions/Outputs that are linked and combine to create the desired Output/Outcome/Impact
How could you test the “IF... THEN” assumptions between Output and Outcome, and between Outcome and Impact?
Between Output & Outcome:
Consider the program logic... “IF we do (action X) AND achieve (output Y), THEN we will achieve (outcome Z) which will
contribute to achieving our impact.”
Between Outcome and Impact:

Adapting and
3 Implementing Programs
Getting Started
In Section 1, readers were provided a brief history of Indigenous peoples in Canada and
overview of the Indigenous sport system. In Section 2, the foundation for quality sport
and organizational readiness was explored to enable sports to build a more effective
strategy to engage Indigenous peoples.
Section 3 of this guide provides advice on how sport organizations can use the
Holistic Model to create programs and services which will lead to improved inclusion
of Indigenous participants. The sport organization should be open to make linkages
between the performance components in the Holistic Model and the ADM. This section
also provides support and resources to improve communication and build relationships
with Indigenous partners to better engage Indigenous peoples in the sport.
Building Relationships with an Indigenous Community

In order to truly build Indigenous engagement, it Build relationships and partnerships with and within
is important to include Indigenous peoples in the Indigenous organizations that will open access to
dialogue. Meaningful and respectful consultation the guidance and support needed by the sport to
with the Indigenous community is of vital importance make informed decisions and to design successful
to successfully engaging Indigenous participants in the strategies and programs. Indigenous organizations are
sport. an excellent resource to support the sport’s learning
of protocols and culture. These connections will
Sport organizations should engage Indigenous
give credibility to a sport’s attempts to increase its
leaders and/or people with experience working with
engagement with Indigenous sport participants. A
Indigenous participants to incorporate promising
reminder that these relationships need to be mutually
practices that work well with Indigenous participants
beneficial – the relationship will need to offer
based on successful programs or activities. Specifically
benefits to the Indigenous organization as well as to
invite leaders from PTASBs, North American Indigenous
the sport organization.
Games Council, Indigenous Coaches, Indigenous
Leaders, Elders, Traditional Knowledge Keepers, Creating a working relationship with the PTASB will
or other leaders who work within the Indigenous assist sports in gaining understanding of the various
communities to be involved in the design and planning Indigenous cultures within their province or territory.
of the engagement strategy.
29
The PTASBs may be able to assist in the identification PTSO. This will ensure that the system is developing
of Indigenous athletes, officials, coaches, and regional appropriately. For example, it is not advisable that the
competitions and also be great partners to build NSO engage the PTASB without the knowledge of the
capacity within that region and sport. PTSO and each sport organization should be involved
to develop the relationships.
Maintaining a relationship with the North American
Indigenous Games Council and the PTASB increases
the likelihood that opportunities and challenges The relationship will need to offer benefits to
for both parties can be addressed. One of the key the Indigenous organization as well as to the
principles when working with a PTASB is to ensure that sport organization.
there is a collaborative link between the NSO and the
Building Relationships
Building trust is a vital element of a strong and To build relationships, it is important to start by
productive relationship with Indigenous peoples. showing respect for Indigenous traditions and the way
In addition to being knowledgeable of Indigenous things are done. When meeting for the first time, be
peoples’ history and culture, learning and respecting sure to learn in advance how the person wishes to
Indigenous traditions is important. Welcoming cultural be addressed. Learning the protocol and respecting
traditions as part of the sport experience is a way to the cultural traditions of each community is crucial to
increase Indigenous engagement and participation attracting and keeping Indigenous athletes in sport.
– this may include the incorporation of traditional Consequently, it is important to learn as much as
practices or celebrations. possible about the Indigenous communities in order
to successfully engage Indigenous peoples in sport
programs.
The following are some considerations to think about when building

relationships, to think about regarding communications and interactions
with Indigenous peoples based on content developed by the Canadian
School of Public Service (2015):
1. Ask how Indigenous peoples would prefer to be addressed.
2. Be sensitive to Canada’s history with Indigenous peoples.
3. Never refer to First Nations as stakeholders.
4. There are a number of words that should be avoided as they may inadvertently cause an adverse
situation – first contact, contact, colonial, institutional, white paper.
5. Do not use acronyms.
6. Speak with respect about facts, not opinions.
7. Be prepared to work in and experience highly emotional environments when working with
Indigenous peoples.

Respecting History and Culture
Sport organizations should appreciate that there the Indigenous organizations that a sport may wish to
may be significant sensitivities when working with work with. Ask before doing!
Indigenous peoples—in particular, sensitivities around
Honouring traditional protocol is important part of
language, and arbitrarily imposing mainstream
respecting Indigenous peoples. In all societies, there
solutions and programs on Indigenous peoples. Many
are protocols. For example, greeting protocols are
of these sensitivities are born of Canada’s history with
often seen when heads of state visit other heads of
Indigenous peoples. For these reasons, it is crucial
state. Acknowledging a nation’s cultural practices is a
that when approaching Indigenous relationships, that
sign of respect. This is also true when working with
Indigenous peoples are asked what is needed and
Indigenous peoples.
wanted, and that advice is sought on how to approach
The following are some recommendations from the ACM to

do this, and should be approached in consultation with a local
Elder or Band Council:
• Take time to learn about the culture of the individual and the community.
• Speak with the Elders or Traditional Knowledge Keepers and learn the
community’s protocol and traditions.
• Find ways to include the cultural aspect into programs.
• Consider introducing ceremonies, song, and dance as a way of celebrating

achievement or honouring guests. Ask Indigenous partners when and how this
can be an appropriate and respectful way of including their traditions.
• Learn about and honour the protocol of the host community when traveling
(Aboriginal Sport Circle, 2003).
Etiquette and Protocol Tips

Above all else, when considering collaboration please ensure that necessary effort is
put in to understanding etiquette and protocol with intended Indigenous partners.
Organizations will garner support and build relationships with the intended community by
understanding and respecting their culture and traditions.
31
The following excerpt is based on content developed by the
Canadian School of Public Service (2015):
Culture & Protocol
1. Be sure to acknowledge the people and if needed their territory, and/or the
territory of the Indigenous peoples.
2. When working with Indigenous peoples, keep in mind that individuals can be
uncomfortable if asked to make decisions for the group.
3. When a spokesperson is speaking for their Nation, it is important to recognize

that they are speaking on behalf of those who have passed on and those who
are yet unborn.
4. When working with Indigenous peoples and lands, look to facilitate long-term
community planning based on sustainability principles.
5. When working with Indigenous peoples plan sufficient time for a meeting,
especially if it requires decisions.
6. In new relationships, be sure to let people finish what they are saying.
7. Creativity is welcomed.
8. Take extra care in the first encounter especially at the handshake phase.
9. Humour is very important.
10. Some individuals avoid direct eye contact.
11. Refusing food or drink from the hosting First Nation may be considered
disrespectful.
12. Smudging is a spiritual ceremony and is optional.
13. Ask permission before taking a photograph.
14. Gifts and tobacco are customary and show respect. Ask how best to utilize
these to demonstrate respect.
15. Costume and regalia may be worn by certain members of an Indigenous

group, and on certain occasions.
16. Do not confuse potluck with potlatch.
17. When working with Indigenous peoples consider working on developing

interpersonal relations and affiliations.
Regardless of the above suggestions, it is important to work with the Indigenous leaders
with whom a relationship has been developed to get guidance on the correct protocol.
Communications
The Indigenous Long-Term Participant Development Pathway as a reference tool, particularly when sports
Pathway document is a roadmap for developing sport are building communication materials.
and physical activity among Indigenous peoples.
There are two areas of communications to focus on
The Indigenous Long-Term Participant Development
while undertaking a strategy to engage Indigenous
Pathway document is the Sport for Life Society’s Long-
peoples in sport. The first is to present externally
Term Athlete Development Resource contextualized
that the organization is diverse (e.g. who are the
for an Indigenous audience. As more Indigenous
athletes, coaches and leaders?). The second area of
peoples and communities become familiar with
communications is to share, respect, and collaborate—
Long-Term Athlete Development through the use of
to engage Indigenous organizations and leaders in the
the Indigenous Long-Term Participant Development
work that is being undertaken.
Pathway, sport organizations would be wise to use
Indigenous Long-Term Participant Development
Here are a few suggestions to get started in the right direction:

• Ensure balanced content and visual evidence of Indigenous coaches, athletes,
officials and leaders in newsletters, reports, magazines, logs and media guides,
on web pages, and in coaching and teaching curriculum.
• Share policies, resources, program models, mentoring opportunities and other

promising practices within the sport, and with other organizations. Connect
with other sport organizations to profile the sport’s engagement initiative and
to learn about others. Several sports such as Canada Snowboard, Canadian
Lacrosse Association, Canoe Kayak Canada and Basketball Canada have
initiatives to welcome and engage Indigenous participants into their programs.
• Collaborate with provincial/territorial and community sport and multisport

organizations to build participation and leadership development pathways for
Indigenous participants. Develop on and off ramps that support Indigenous
participants in transitioning between stages of development, sport systems,
sports, into different roles (e.g. from athlete to coach, official, administrator).
The examples in Figure 4 are from the Canada Snowboard and First Nations Snowboard
Association strategic plans. These examples showcase how each organization shares
communication of their strategic plans and works together nationally to implement the
desired outcomes.
33
Figure 4: Canada Snowboard and First Nations Snowboard Association Strategic Plans (next 2 figures)

Figure 4: Canada Snowboard and First Nations Snowboard Association Strategic Plans (continued)
35
Using the Holistic Model to Support Program
Design and Implementation
Skill development occurs in environments where the The following four aspects of the Holistic Model can
Indigenous participant feels safe to self-express and to be used to support the design and implementation
take risks. Some sport programs may be complex and of programs within a sport. Sport organizations can
include opportunities for the development of physical use the content guidelines within each of the sections
capabilities and technical skills at the same time as below, together with the worksheet (seen in Figure
psychological and life skills. These types of programs 1 and Appendix E), to transfer the information from
may not always be perceived as safe environments. the sport’s Long-Term Athlete Development and
Sport organizations should be aware of all the factors ADM. As organizations transfer this information, two
contributing to the training environment in a sport and considerations should be remembered:
consider eliminating judgement and deemphasizing
the final score or outcome. For example, removing team
cuts and judgement enhances the learning environment
and Indigenous participant’s feelings of safety.
1. What are the athlete’s needs for each of the 2. What will be done to ensure that need is
four aspects? met through the program?
Physical Needs
Spiritual Needs Mental Needs

- Intellectual
- Emotional
Cultural Needs
Figure 1: The Holistic Model
The resulting graphic should identify how the sport can support the Indigenous athlete within each of the four
aspects, which connect well with the ADM (Physical Capabilities, Psychological (Mental) Skills), Technical Skills, Life
Skills).

Physical
The physical is the most obvious aspect of sport and typically receives the most attention
from coaches and parents. In developing the physical capacities of young participants,
coaches and parents need to consider the following things:
• Analyze the participant’s skills and correct techniques
• Prepare participants for competition using the right kinds of training methods
• Plan activities based on the growth and developmental needs of the participants
• Prevent and care for injuries
• Maintain equipment and facilities
• Teach safety procedures
• Guide youth in developing healthy lifestyles
• Proper nutrition, eating traditional foods, and drinking sufficient water
• Importance of personal hygiene
Cultural
To coach Indigenous participants, it is important to know and understand Indigenous

values and how they relate to sport:
• Speak with Elders or Traditional Knowledge Keepers and learn the community’s
protocol and traditions
• Take time to learn about the culture of the community
• Find ways to include the cultural aspect into programs
• Introduce ceremonies, song, and dance as a way of celebrating achievement or

honouring guests
• Learn about and honour the protocol of the host community when travelling
37
Mental – Intellectual and Emotional
The mental part of raising a young participant is just as important as the physical
aspects. Mental rehearsal, strategy, tactics, and learning to focus are some of the skills
that young participants need to develop. In the Holistic Model, there are two parts of
the mental aspect: intellectual and emotional.
Mental-Intellectual
• The mental-intellectual aspect helps participants to reason, analyze, and apply information in
their activity. It enables them to step back from their emotions and maintain focus without
reacting prematurely or rashly.
• It is important for participants to learn to see how all things fit together – to learn about
strategy and tactics, and then, to analyze their competition and know what to apply and
when.
• Developing the mental-intellectual not only helps young people to succeed in sport – it also
helps them to live a balanced life.
• Probably the best way of helping young people to develop their mental-intellectual aspect
is to encourage them to stay in school. Through personal example, coaches and parents can
often influence young people to continue their education. As well, some sport programs
make attendance at school a condition of participating in the sport.
Mental-Emotional
• Young people need to know that emotions help them to understand how different situations
and people affect them. Coaches and parents can teach young people to pay attention to
their feelings and the feelings of others.
• Coaches and parents can quickly assess the general well-being of each participant by
observing emotional behaviour. Pay attention to what happens among participants on the
practice and playing fields. Watch how relationships and events affect their concentration
and performance.
• If a participant has difficulty controlling excitement, fear, or anger, or holds these feelings
inside, a coach, or sometimes an Elder or Traditional Knowledge Keeper, can help that
individual to find ways to release these emotions appropriately.
• Coaches and parents can teach young people how to listen to and respect the feelings of
others. When young participants learn to express their emotions in a way that does not hurt
themselves or others, their actions become more effective.
(Continues on next page)

• Young people need to know that negative emotions, such as anger or jealousy, primarily harm
the well-being of the individual holding these emotions. As well, these emotions are often
symptoms of other problems.
• Indigenous participants demonstrate strong mental-emotional health when they express

humility, positive self-esteem, and pride in Indigenous identity, and when they focus on
solutions rather than problems.
Spiritual
Some young participants are uncomfortable talking about spirituality in sport. Coaches and
parents may also share this discomfort. It may help to think about the spiritual aspect as “coaching
philosophy.” Spirituality, like philosophy, helps us to think about basic life questions such as who we
are and how we relate to others. It helps to put life events and sport into perspective.
Each participant’s connection with the natural world Coaches and parents can model and encourage the
and the Creator is a deeply personal relationship. use of daily practices that ensure the participants are
Whatever the beliefs of the participant, these beliefs ready to face the day with a clear mind. Activities may
need to be respected. For example, coaches should include prayer, baths, smudging, sweats, meditation,
demonstrate an open and accepting attitude and allow daily goal setting, dreams, visions, imagery and
young people to express themselves in their own ways. visualization. These preparations can help young
Coaches should encourage participants to be proud people set goals and reflect on their life in sport. They
of and comfortable in sharing their life philosophy, also develop skills that they can continue to practice
spiritual beliefs, and practices. The coach should help throughout their lives.
participants in their own search, not push the coach’s
own beliefs.
39
Tips for Working with Indigenous Participants
Every participant will have their own, unique set of These are examples that Indigenous sport leaders shared
needs. However, there are some additional considerations during national consultations with the authors. These
that need to be taken into account when working with are reflections from each of their personal experiences,
Indigenous participants that may not be immediately and while these may be common examples, they may
apparent, or that may take time to understand. not be applicable to all Indigenous participants.
• Long pauses when communicating with Indigenous peoples are examples of reflection while they
thoughtfully consider and process information as it is learned. Part of this process may be to talk it
over with the other Indigenous participants. It is an opportunity to process and confirm what they
thought that they heard, but could have be inferred as being rude to the instructor/coach if there is
not an understanding of the value of this interaction. Leave time for those discussions between the
children, it will lead to increased success in trying the skills.
• Figure out how to engage Indigenous participants in a way that it is familiar to them and
create a comfortable environment. Clear, authentic communication is important and will allow
for relationships to be built with the Indigenous participants.
• There are sometimes invisible boundaries in working with Indigenous populations, and it can be
hard to know that the boundary exists or when it has been crossed. As relationships are built,
not just with the participant but also with their family then this will assist with information
being shared when boundaries are crossed and will help with finding ways to re-engage the
participant.
• Do not try to pretend to understand what their culture or situation is. Be open to learning and
appreciate what they will share. Ask the participants.
• Finding ways to communicate messages via stories will help with understanding, Indigenous
peoples share experiences through stories and it is a key method of learning for them.
• Developing trusting relationships with Indigenous participants or parents/guardians takes time

and effort.
• To be open, and understand that each Indigenous person has had unique experiences.
• Try not to over generalize experiences or single out Indigenous participants to educate the group
unless they are comfortable doing so.
• Not all Indigenous youth practice or have knowledge of Indigenous culture, issues, activities or
events.
• Not all Indigenous youth will automatically embrace their heritage due to negative stereotypes of
Indigenous peoples.

Be an Advocate
Building on the Indigenous Long-Term Participant have been created to address the glaring gap in
Development Pathway, this Sport Organization Guide our sport system, which results in low participation
describes why change is needed and how leaders rates and under representation in national teams by
can become champions for initiating that change. It Indigenous peoples.
describes the steps that need to be taken to support the
Using these resources, champions of Indigenous
findings of the Truth and Reconciliation Commission of
sport can create constructive change. Champions
Canada – to be part of the ‘Call to Action’.
should challenge coaching, officiating, and leadership
Sport organizations and Indigenous communities in policies and practices that exclude or discriminate
Canada now have an Indigenous Long-Term Participant against Indigenous peoples, and they should advocate
Development Pathway, which outlines the mainstream for positive alternatives. Change will take time, and
and Indigenous pathways for young athletes to follow. patience, and perseverance. However, by working
These pathways could lead to representing Canada with the Indigenous leaders across Canada, sport
and should lead to a healthy active life. The resources organizations can make the desired improvements.
Building Engagement and Advocacy Within the Sport System
The following initiatives will assist in building out the Indigenous

engagement and programming in the sport system:
• Develop coaching, officiating and governance models that value all ethnic
backgrounds and offer flexible alternatives to be engaged. Create workplace
and volunteer environments that have psychological, social and physical safety
to Indigenous leaders in developing their skills and improving competencies.
All coaches and leadership in the organization should take the ACM through
Coaching Association of Canada (for more information: http://coach.ca/
Indigenous-coaching-s17076).
• Provide professional development and mentorship opportunities for Indigenous

staff, coaches, officials, educators, and volunteers to increase their skills and
confidence. If developed into a strategic and operational plan - the NSO Board of
Directors, CEO, and staff will be supported and held accountable appropriately to
deliver on equity policies etc.
41
Sample of Canada Snowboard’s Operations Plan Outputs Tied to Indigenous Long-Term
Participant Development Pathway:
# of participants registered in Indigenous snowboard programs

2015 Actual: 362 2016 Goal: 400 2017 Goal: 450 2018 Goal: 500 2019 Goal: 550
# of Indigenous Snowboard participants attending Train to Compete and beyond competition

2015 Actual: 5 2016 Goal: 10 2017 Goal: 15 2018 Goal: 20 2019 Goal: 25
The plan of action to achieve these goals is far more detailed and requires a number of other targets to be
achieved like number of Indigenous Coaches, Indigenous Technical Leaders, Indigenous Camps, Competition
alignment to ensure stage appropriate environment, etc. It is important to have key performance indicators at
your highest operational and accountability level for success.
• Revise or develop and integrate equity policies that promote Indigenous athlete participation and leadership
across all aspects of the sport organization, including participation and high performance competition,
programming, leadership, and coach and official development. Creating an equity policy is not the end, but the
beginning – there must be implementation. If policies are developed into strategic and operational plans, they
will support the NSO Board of Directors, CEO, and staff, while also holding them appropriately accountable to
deliver on policies. For example, Snowboard Canada has made under-represented groups a priority:
“Canada Snowboard will enhance the quality and increase the level of participation in Canada Snowboard
leadership and programs by supporting equity and access for under-represented groups (including women,
Indigenous peoples, and people with disabilities.” (Canada Snowboard, 2013)
• Create initiatives designed to increase the involvement of Indigenous peoples as athletes, coaches, officials,
board members, etc. This can include adjusting the pictures and visuals in marketing materials to include
Indigenous participants and coaches to demonstrate that sport welcomes Indigenous involvement (see
Indigenous Web Tools info www.canadasnowboard.ca/en/programs/grassroots/Indigenous)
• Invite and actively recruit Indigenous coaches, officials, and leaders to share their skills and expertise in athlete,
coach and official development sessions, and at conferences and training events. This will likely involve
building ongoing relationships with Indigenous coaches, and slowly giving them opportunities to work a sport
organization to gain a comfort and trust in that relationship.
Example: The ACM is delivered by Indigenous coaches and sport leaders who are trained as Learning
Facilitators to deliver the content across Canada. The Indigenous Long-Term Participant Development Pathway
Workshop is also delivered by Indigenous Learning Facilitators, some of whom also deliver the ACM.
• Share policies, resources, program models, mentoring opportunities, and other promising practices to
enhance equity within the sport, and with other organizations. Connect with other sport organizations to
profile the initiative online.
Note: Canada Snowboard, Canada Lacrosse, Canoe Kayak Canada, and Basketball Canada have made efforts
to integrate Indigenous participants into their programs, and are open to sharing their learnings.

Activating Change
Tracking Success
To track success, sport organizations should first Many Indigenous peoples do not wish to identify
examine the current statistics relating to Indigenous their cultural background for fear of discrimination.
involvement in their sport organization. Next, the Accordingly, in creating a strategy to track this
organization should implement a monitoring strategy information, sport organizations should give
to track the information over time, evaluate success, thought to how they will articulate the need for this
and identify areas that require additional investment. information in registration processes, and how the
information will be used going forward.
MEASUREMENTS
IMPACT
KEY TASK ACTIONS OUTPUT OUTCOME & EVALUATION
(DIRECT)
(INDIRECT)
Review and
Athlete
revise athlete
development
development
materials Indigenous
materials to
integrating the athletes
integrate the Indigenous Athlete
Indigenous Long- representing
Indigenous Long- Development
Integrate the Term Participant Canada on the
Term Participant integrates the More Indigenous
Indigenous Long- Development international stage
Development Holistic Model to athletes have the
Term Participant Pathway proportionate to
Pathway ensure appropriate ability to perform
Development the Indigenous
Trained Technical support in the train to
Pathway into population (these
Train Technical Leaders able to mechanisms are in compete and train
long-term athlete goals should be set
Leaders to deliver deliver the new place throughout to win stages
development in consideration
the Indigenous Indigenous Long- the athlete’s
with the PTASBs
Long-Term Term Participant pathway
and Aboriginal
Participant Development
Sport Circle)
Development Pathway athlete
Pathway materials development
materials
Example
Indigenous
A relationship Indigenous
Engage Form a relationship athletes are
Relationship has has begun with 3 athletes make up
stakeholders and between PTASB identified in the
began PSOs, programs X% of provincial
partners and PSO system, and can be
are aligned teams (TBD)
tracked over time
Table 7: Sample Indigenous Identification and Tracking Information Provided by PTASBs
43
4 Conclusion
Advancing Indigenous sport participation in Canada is not someone else’s challenge.

This is the opportunity for sport organizations across Canada to change the existing
paradigm of lack of knowledge, policies and programs to create environments that
support the success of Indigenous participants and athletes.
This Guide, along with the Indigenous Long-Term As sport organizations move to address inclusion of
Participant Development Pathway resource and Indigenous participants, remember that it is not done
workshop, are designed to help sport leaders and alone. The Aboriginal Sport Circle and Sport for Life
sport organizations to make the changes needed. Society, together with other sport organizations that
Sport leaders and sport organizations now have the are creating promising practices, can work together to
responsibility to do something with them, and this is make a difference in the lives of Indigenous peoples
not a responsibility to be taken lightly. and communities.
Sport plays an important role in Canadian society

and sport leaders and sport organizations have the
ability to enrich the lives of Canadians. In light of
the Calls to Action from the Truth and Reconciliation
Commission of Canada, and our Prime Minister’s
declaration that “…no relationship is more important
to me and to Canada than the one with Indigenous
Peoples…” (Trudeau, 2015), as Canadians, we have
a real opportunity to make sport an important part of
the reconciliation process with Indigenous peoples. The
inclusion of Indigenous peoples - in fact the inclusion
of all people - in sport and the development of physical
literacy, are essential to supporting a pathway to
excellence and becoming active for life.
Sport Organization Guide—Conclusion 44

Further Reading and Resources
Indigenous Peoples in Canada

ABORIGINAL CULTURE RELATIONS MODULES (ACRM) – VIASPORT BC
http://www.viasport.ca/e-learning/acrm/story.html
ABORIGINAL AND TREATY RIGHTS INFORMATION SYSTEM (ATRIS)
http://sidait-atris.aadnc-aandc.gc.ca/
ASSEMBLY OF FIRST NATIONS
http://www.afn.ca/
CONGRESS OF ABORIGINAL PEOPLES
http://abo-peoples.org/
FIRST NATIONS CONFEDERACY OF CULTURAL EDUCATION CENTRES
http://fnccec.ca/
INDIGENOUS AND NORTHERN AFFAIRS CANADA
https://www.aadnc-aandc.gc.ca/
Aboriginal Consultation and Accommodation

http://www.aadnc-aandc.gc.ca/eng/1100100014664/1100100014675
Indigenous peoples and communities
First Nations in Canada
https://www.aadnc-aandc.gc.ca/eng/1307460755710/ 1307460872523
Strengthening Partnerships: Consultation Protocols
https://www.aadnc-aandc.gc.ca/eng/1400073250630/1400074531009
Summary of Input from Aboriginal Communities and Organizations on Consultation and Accommodation
INUIT KNOWLEDGE CENTRE

http://www.inuitknowledge.ca/
INUIT TAPIRIIT KANATAMI
https://www.itk.ca/
INUIT WOMEN OF CANADA
http://pauktuutit.ca/
MÉTIS NATIONAL COUNCIL
http://www.metisnation.ca/
NATIONAL ASSOCIATION OF FRIENDSHIP CENTRES
http://nafc.ca/
NATIVE WOMEN’S ASSOCIATION OF CANADA
http://www.nwac.ca/
45
Sport Ingredients for Success
ABORIGINAL COACHING MODULES
www.coach.ca/aboriginal-coaching-modules-p158240
INDIGENOUS LONG-TERM PARTICIPANT DEVELOPMENT PATHWAY
http://www.sportforlife.ca/indigenous-peoples
CONTRIBUTION OF SPORT TO INDIGENOUS WELL-BEING AND MENTORING
http://www.activecircle.ca/en/resources/1098-sport-more-than-just-a-game.html
CULTURAL APPROACH TO ABORIGINAL YOUTH SPORT AND RECREATION
http://apr.thompsonbooks.com/vols/APR_Vol_4Ch6.pdf
PARTICIPATION IN EXTRACURRICULAR ACTIVITIES AND HIGH SCHOOL COMPLETION AMONG OFF-RESERVE FIRST
NATIONS PEOPLE
http://www.statcan.gc.ca/pub/75-006-x/2015001/article/14175-eng.htm
RECREATIONAL TOOLKIT FOR RURAL, NORTHERN & REMOTE ABORIGINAL COMMUNITIES SHARED KNOWLEDGE &
RESOURCES IN RECREATIONAL PROGRAMMING
http://www.activecircle.ca/images/files/ToolKit-Complete-March-2009.pdf
THE BENEFITS OF PHYSICAL ACTIVITY FOR FIRST NATION, INUIT AND MÉTIS COMMUNITIES: SHARING KNOWLEDGE
AND COMMUNITY LEADING PRACTICES
http://www.activecircle.ca/en/resources/1154-new-resource-from-saint-elizabeth-physical-activity-booklet-for-first-nation-inuit-
and-metis.html
THE ROLE OF THE FAMILY IN YOUTH SPORT PROGRAMMING IN A CANADIAN ABORIGINAL RESERVE
http://scholars.wlu.ca/cgi/viewcontent.cgi?article=1018&context=kppe_faculty
Adapting and Implementing Programs

ABORIGINAL COACHING MODULES
www.coach.ca/aboriginal-coaching-modules-p158240
ABORIGINAL CULTURAL COMPETENCY E-LEARNING
http://www.viasport.ca/e-learning/acrm/story.html
http://www.sportforlife.ca/indigenous-peoples
Sport Organization Guide 46

References
Aboriginal Sport Circle Inc. and Coaching Association of Canada (2003). Aboriginal Coaching Modules. Canada.
Canada Snowboard (2013). Equity and Access Policy. Retrieved from https://www.canadasnowboard.ca/files/
EquityandAccess.pdf.
Canadian School of Public Service (2015). Indigenous Awareness 101: Committee for the Advancement of Native
Employment (CANE).
Forsyth, J. & Giles, A. (2013). Indigenous peoples and sport in Canada [electronic resource]: historical foundations and
contemporary issues. UBC Press.
Harper, S (2008). Statement of apology to former students of Indian Residential Schools. Retrieved from: https://www.
aadnc-aandc.gc.ca/eng/1100100015644/1100100015649.
Henderson, W.B. (2006). Indian Act. Canadian Encyclopaedia. Retrieved from http://www.thecanadianencyclopedia.ca/en/
article/indian-act.
Indigenous and Northern Affairs Canada (2013). First Nations in Canada. Retrieved from https://www.rcaanc-cirnac.gc.ca/
eng/1307460755710/1536862806124.
Indigenous and Northern Affairs Canada (2015a). First Nations.
Indigenous and Northern Affairs Canada (2015b). Inuit. Retrieved from http://www.aadnc-aandc.gc.ca/eng/110010001418
7/1100100014191.
Indigenous and Northern Affairs Canada. (2016). Glossary of Terms. Retrieved from https://www.aadnc-aandc.gc.ca/eng/1
100100033576/1100100033577.
National Aboriginal Health Organization (2012). Terminology.
Trudeau, J. (2015). Minister of Sport and Persons with Disabilities Mandate Letter. Retrieved from https://pm.gc.ca/eng/
minister-sport-and-persons-disabilities-mandate-letter-october-4-2017.
Sport for Life Society (2019). Indigenous Long-Term Participant Development Pathway. Retrieved from http://www.
sportforlife.ca/indigenous-peoples.
Sport for Life Society (in press). Athlete Development Pathway - Matrix (draft). Sport for Life Society, Victoria, BC.
Truth and Reconciliation Commission of Canada (2015a). Calls to Action. Winnipeg, Manitoba. Retrieved from https://nctr.
ca/assets/reports/Calls_to_Action_English2.pdf.
Truth and Reconciliation Commission of Canada (2015b). What We Have Learned: Principles of Truth and Reconciliation.
Retrieved from http://nctr.ca/assets/reports/Final%20Reports/Principles_English_Web.pdf.
47
Appendix A:
Organizational Readiness
Operational
Measurables - Key Performance Indicators Actual
Objectives
Coaches - ACM Trained
Indigenous Officials
People Indigenous Athletes
Indigenous Board Members
Indigenous Coaches
Aboriginal Sport Circle
Indigenous Technical Leaders
Partners Provincial/Territorial Indigenous Sport Bodies, Friendship Centres
Motivate Canada
Canadian Olympic Committee, Canadian Paralympic Comimttee
National Sport Organizations, Provincial/Territorial Sport Associations, Sport Centres
National
Provincial
Places
Municipal
Community
Rural
Policies to support priority
Self-identification
Financial
Team selection
Policies
Integrated Support Team (IST)
National Sport Organizations, Provincial/Territorial Sport Organizations, National Sport Organizations,

Provincial/Territorial Indigenous Sport Bodies
National Sport Organizations, Provincial/Territorial Sport Organizations, National Sport Organizations,
Provincial/Territorial Indigenous Sport Bodies
Programs Participation - growth

Accessible
Long-Term Athlete Development / Indigenous Long-Term Participant Development Pathway aligned

Promotion
National Sport Organization
Capacity to promote
Collaborat9 ke
Number of impressions
Participation
Indigenous participation

Appendix B:
Assets and Barriers
Assets Barriers
People
Partners
Places
Policies
Programs
Promotion
Participation
49
Appendix C:
Assessing Climate and Culture
Developing Improving Succeeding Leading
People
Partners
Places
Policies
Programs
Promotion
Participation

Appendix D:
Planning Tool
PLANNING TOOL
Planning Your Activation Project

Your Vision
Key Task
Action Output Outcome Impact (Direct) Impact (Indirect)
Linkages: Consider the Actions/Outputs that are linked and combine to create the desired Output/Outcome/Impact
Consider the program logic... “IF we do (action X) AND achieve (output Y), THEN we will achieve (outcome Z) which will
contribute to achieving our impact.”
51
PLANNING TOOL
Planning Your Activation Project

Measures: Identify 1 or 2 good measures for each of the Actions, Outputs, Outcomes and Impacts – “We expect to do/see
by...(date)”
How could you test the “IF... THEN” assumptions between Output and Outcome, and between Outcome and Impact?
Between Output and Outcome:
Between Outcome and Impact:

Appendix E:
The Holistic Model
Physical Needs
Spiritual Needs Mental Needs

- Intellectual
- Emotional
Cultural Needs
53
Appendix F:
Organization Contacts
For more information on these organizations:
SPORT FOR LIFE SOCIETY COACHING ASSOCIATION OF ABORIGINAL SPORT CIRCLE
www.sportforlife.ca CANADA www.aboriginalsportcircle.ca
www.coach.ca
Organizations by Province/Territory:
ALBERTA NORTHWEST TERRITORIES SASKATCHEWAN
Indigenous Sport Council Alberta Aboriginal Sports Circle NWT Federation of Sovereign Indigenous Nations
www.indigenoussportsalberta.com www.ascnwt.ca www.fsin.com
Alberta Sport Connection Sport North Federation Sask Sport Inc.
www.albertasport.ca www.sportnorth.com www.sasksport.sk.ca
Coach Alberta NOVA SCOTIA Coaches Association of Saskatchewan
www.coachalberta.ca Mi’kmaw Sport Council of Nova Scotia www.saskcoach.ca
www.kinu.ca/sports-health-and-wellness
BRITISH COLUMBIA YUKON
Indigenous Sport, Physical Activity and Sport Nova Scotia Yukon Aboriginal Sport Circle
Recreation Council www.sportnovascotia.ca www.yasc.ca
www.isparc.ca
Coaching Nova Scotia Sport Yukon
viaSport www.coachingns.com www.sportyukon.com
www.viasport.ca
NUNAVUT
MANITOBA Sport and Recreation – Government of
Manitoba Aboriginal Sport and Recreation Nunavut
Council www.gov.nu.ca/sports-and-recreation
www.masrc.com
ONTARIO
Sport Manitoba Indigenous Sport and Wellness Ontario
www.sportmanitoba.ca www.iswo.ca
Coaching Manitoba Coaches Association of Ontario
www.coachingmanitoba.ca www.coachesontario.ca
NEW BRUNSWICK PRINCE EDWARD ISLAND
PEI Aboriginal Sports Circle
Aboriginal Sport and Recreation New www.mcpei.ca/#programs
Brunswick
www.asrnb.ca Sport PEI
www.sportpei.pe.ca
Coach New Brunswick
www.coachnb.com Coaching PEI
www.coachpei.ca
NEWFOUNDLAND AND LABRADOR
Aboriginal Sports Recreation Circle QUEBEC
Newfoundland and Labrador First Nations of Quebec and Labrador
www.asrcnl.ca Health and Social Services Commission
www.cssspnql.com
Sport Newfoundland and Labrador
www.sportnl.ca Sports Quebec
www.sportsquebec.com
Coaching Newfoundland and Labrador
www.coachingnl.ca Mohawk Council of Kahnawà:ke (sport
department)
www.kahnawake.com

Acknowledgements
We wish to acknowledge and thank those who supported the development of

Indigenous Long-Term Participant Pathway resources:
FINANCIAL CONTRIBUTORS:
Sport Canada
Indigenous Sport, Physical Activity and Recreation Council (BC)
Alwyn Morris Foundation
Indigenous Sport and Wellness Ontario
Sport for Life Society
CONTENT CONTRIBUTORS:
Aboriginal Sport Circle & Coaching Association of Canada – Aboriginal Coaching Modules
Sport for Life Society
Over 70 Indigenous sport and physical activity leaders from across Canada
WRITING TEAM:
Alex Wilson Carolyn Trono Emily Rand Richard Way
Alwyn Morris Craig Andreas Istvan Balyi Rick Brant
Andrea Carey Dorothy Paul Jim Grove Tyler Laing
Annie Lau Dustin Heise Neil Sedgwick
Our appreciation also extends to all other NSO contributors as well as the Sport for Life Experts, who generously
shared their knowledge and Long-Term Athlete Development information so others could benefit.

SPORT ORGANIZATION GUIDE
VERSION 1.2
We acknowledge the financial support of the

Government of Canada.
Nous reconnaissons l’appui financier du gouvernement

du Canada.
55
Notes:

Proudly published by the Sport for Life Society
ABORIGINAL
SPORT CIRCLE
Indigenous Long-Term Participant Development Pathway


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Version 1.

Sport Organization Guide

Cultural Awareness..............................................................4 Respecting History and Culture.........................................31

Key Terminology..................................................................5 Etiquette and Protocol Tips................................................31

Brief History.........................................................................6 Communications...............................................................33

The Holistic Model.............................................................11 Using the Holistic Model to Support

Planning for Success..........................................................27 Appendix D: Planning Tool.................................................51

Ce document est disponible en français. Veuillez contacter [email protected] si vous

PUBLICATION DATE: MARCH 2019 SPORTFORLIFE.CA

ISBN: 978-1-927921-71-5 SPORTPOURLAVIE.CA

Spencer O’Brien is a Canadian Olympic snowboarder who competes in Slopestyle. A

I belong to the Haida/Kwakwakw’wakw Nation, and I am one of only

Further, I encourage all sport leaders to read the Indigenous Long-

Indigenous leaders from across Canada have identified three key

2. More Indigenous athletes reach higher levels of excellence through a

3. The quality of sport and physical activity programs improves, resulting in an

“No relationship is more important to me and to Canada than the one

The following excerpt is from the Government of Canada’s Indigenous and

“Aboriginal peoples” is a collective name for the original peoples of North

Sport Organization Guide—Section 1 4

Sport Organization Guide—Section 1 6

The Numbered Treaties

Residential Schools and the Truth and Reconciliation Commission

Sport Organization Guide—Section 1 8

Physical genocide is the mass killing of the members of a targeted group,

(Truth and Reconciliation Commission of Canada p. 5, 2015b)

ii. An elite athlete development program for Aboriginal athletes.

iv. Anti-racism awareness and training programs.

Sport Organization Guide—Section 1 10

The Long-Term Athlete Development Framework,

Mental rehearsal, strategy, tactics, and learning to focus are

Sport Organization Guide—Section 1 12

The Holistic Model Athlete Development Matrix

Sport Organization Guide—Section 1 14

A. Aboriginal Sport Circle E. Mainstream Competition System

C. Aboriginal Community/Club G. National Sport Organization

D. Aboriginal Competition System H. Local Sport Organization/Club

Figure 2: Organizations Impacting Indigenous Participants

“Some view the Canadian and Aboriginal sport systems as working

Sport Organization Guide—Section 1 16

All Indigenous Active for Life Adult and Masters

Train to Compete National

Indigenous Provincial/ Provincial/Territorial Teams

Tournament Select Community

Indigenous Clubs Community Clubs

Indigenous Teams Community Teams

Figure 3: Two Streams Model

Technical Resource List

 Parasport and Discipline specific framework(s)

 Sport specific ADM

 Stage specific assessment tools

 Coaching Association of Canada – National Coaching Certification Program

 Long-Term Athlete Development Implementation and Alignment Plan

Sport Organization Guide—Section 2 18

The Role of the Coach and Technical Leaders in Supporting

The ACM is not only for coaches

Sport Organization Guide—Section 2 20

When assessing organizational readiness, sports need to consider:

First Nations, Indigenous Friendship Centres, Métis Chartered Communities, Inuit

Parasport and Discipline specific framework(s)

Sport specific ADM

Stage specific assessment tools

Coaching Association of Canada – National Coaching Certification Program

Long-Term Athlete Development Implementation and Alignment Plan