Davina McLeod, Sam McKegney, Darren Zanussi, and Shane Keepness
This paper examines the tenuous balance of Indigenous generosity in hockey spaces with the need for non-Indigenous players and organizers to educate themselves and others, pursue systemic change, and unburden Indigenous players of the heavy lifting of anti-racism. Interviews with five Indigenous elite women’s hockey players identify hockey as a potential site of decolonial and anti-racist learning, fueled by the players’ love for the game and willingness to expend emotional labor to affect change. Our interviewees express the desire to make hockey safer for future generations of Indigenous players by educating their non-Indigenous teammates, often, in the process, exposing themselves to ignorance, indifference, and racism. The players uniformly argue that education is required for change; however, this paper illustrates that such education is not solely the responsibility of Indigenous participants in the game.
Lindsay Nettlefold, Samantha M. Gray, Joanie Sims-Gould, and Heather A. McKay
Ronald F. Zernicke and David H. Perrin
Rebecca E. Hasson, Lexie R. Beemer, Andria B. Eisman, and Penelope Friday
The adoption of classroom-based physical activity interventions in elementary schools is nearly universal (92%), but fewer than 22% of teachers who implement activity breaks achieve a dose of 10 min/day. Dissemination and implementation science frameworks provide a systematic approach to identifying and overcoming barriers likely to impede successful adoption and fidelity of evidence-based interventions. This review highlights the development and subsequent tailoring of a classroom-based physical activity intervention, Interrupting Prolonged sitting with ACTivity (InPACT), for delivery in low-resource schools using implementation science frameworks focused on equity. Unlike most classroom physical activity interventions, tailored InPACT includes a suite of implementation strategies (methods or techniques that support adoption, implementation, and sustainment of a program or practice) and, thus, has been designed for dissemination. These strategies were focused on increasing teacher self-efficacy and reducing multilevel implementation barriers in low-resource schools to promote intervention fidelity, effectiveness, and sustainment.