At Respect Group, our programs are crafted to provide engaging online learning experiences that balance effectiveness with efficiency. It all begins with thoughtful instructional design. From the content and visual design to the technical structure of our programs, each program is designed to promote an accessible, user-friendly, and lasting learning experience. 

Interactivity & Learner Engagement Features

In an online environment, multiple forms of interactivity are crucial to the effective transfer of knowledge and learner engagement. To best engage learners, training must overcome the attitudes towards and challenges of an online learning environment through the writing, visual elements, and audio of a program. 

In an online learning environment, there are 4 levels of interactivity: passive, limited, moderate, and full, ranging from no interaction with the online learning experience to full immersion in the online learning experience (Pappas, 2015). Full online learning interactivity is achieved when learners have the opportunity to fully interact with the program content and give feedback, giving them significant control over their experience (Pappas, 2015). Some examples of this might include interactive or simulative games or exercises, audio or video that is customizable, stories and scenarios, multimedia, and more (Pappas, 2015). 

All of Respect Group’s programs are designed to be immersive experiences and meet the standards for full online learning interactivity. Fully immersive, interactive modern learning environments have many benefits, including:

• Causing a reaction and encouraging reflection in learners through simulating real-world situations and scenarios
• Enhancing engagement with program content and knowledge retention
• And promoting the motivation to continue the online learning journey (Pappas, 2015)

From pre/post-program surveys and client testimonials, to learners reaching out and sharing how the program has changed their views and behaviours, Respect Programs consistently receive positive feedback demonstrating the benefits above. 

Writing

The design and content of Respect Programs are tailored by subject-matter experts to meet key learning objectives through micro-learning by dividing content into modules and topical components. Within these modules, expert clips, scenarios and storylines are used to contextualize the program content. Instead of focusing on definitions and concepts alone, our programs go beyond awareness and towards action, providing tools to apply what is being learned in real-life scenarios. The tone of our program scripts is conversational, with information being shared versus taught, and is designed to speak to the broadest possible audience, avoiding jargon and technical language. 

Our approach aligns with multiple theories of instructional design. Cross’s Adult Learning Theory maintains that personal experiences influence how a learner will interpret and engage with the information (Mehta, 2020). Program elements such as quizzes and reflection questions personalize the learner’s experience with our programs. Burrows’s Problem-Based Learning theory is grounded in the idea that the purpose behind learning is to solve real-world problems (Mehta, 2020). Through scenarios, storylines, and expert clips, real-world problems are embedded into each module of all Respect Programs. 

Within our programs, visual text is minimalized, aiming to complement but not overlap with verbal content and enhancing the visual experience on all types of screens. The focus is on key messaging, identifying and reinforcing core program themes. Further, white space is maintained throughout the program, which is not only visually appealing but beneficial for those with visual or reading challenges, or those for whom English and French is a second language. Handouts and additional learning resources are provided at the end of each program and clients may personalize these handouts to include their organization’s specific information and resources related to key topics covered in the program. These customized resources enable users to access this information outside of the learning space. 

Evidence-based research on reducing cognitive load, or the required capacity to process information, when teaching with multimedia recommends limiting the number of words presented as visual information, instead favouring narration (Mayer & Moreno, 2003). Further, offering cues on which content is essential through emphasizing key words and synchronizing visuals and corresponding narration to eliminate duplication reduces the cognitive load on learners (Mayer & Moreno, 2003). The more the cognitive load on a learner is matched with their skill level, the more likely it is that they will individualize the content to their own experiences, all of which enhances learning (Mayer & Moreno, 2003). 

Visual Design, Animation & Illustration

All Respect Programs are viewed through a primary content window, or a ‘stage’, a defined focal point for the eye to focus on. Movement, whether subtle or defined, occurs every 10-12 seconds to maintain engagement with the visual content. 

Our internal design team plans and creates all visual elements used in our core programming. The illustrations used create motion, enhance visual interest, and complement the audio and visual messaging being shared simultaneously. These illustrations are also used in marketing materials for all programs to promote continuity of design across all Respect platforms. The animated aspects of our programs enhance the story-telling qualities of the audio, bringing program storylines and scenarios to life. 

According to the Social Science Research Network, 65% of people are visual learners, compared to 30% of people who learn best by hearing (Hill, 2019). Animation and illustration have been identified as key tools used to simplify and communicate complex information that is harder to capture through video or text alone (Hill, 2019). They can also be used to bring personal stories to life, focus attention, and promote discussion, all of which are key goals of Respect Programs (Hill, 2019). 

Accessibility to the Broadest Range of End-User Skill Sets 

A core feature of all Respect Programs is our commitment to creating experiences that work for all learners across different contexts, including:

• Being location agnostic: our program environments are created with a high-definition rich media experience, without high bandwidth requirements 

• Being device agnostic: our programs support a variety of operating systems and devices as broadly as possible

• Learner skill set: most importantly, our programs are designed to be accessible for a range of learners with a variety of skill sets

All of our programs are designed with the highest standards of accessibility. Our Respect in the Workplace program is WCAG 2.1 AA accredited, the highest accessibility standard accepted by all levels of the Canadian government, and we are working towards the accreditation process with the rest of our programs.

In contemporary learning environments, accessibility and usability are intertwined. Accessibility can be understood as the ability of an online learning environment to adjust to the needs of all learners, and usability is the ease of use of the learning environment or the tools or resources within it (Cooper et al., 2016). Designing for higher levels of accessibility, particularly through considering the needs of learners with diverse abilities, ultimately improves usability for all;  in turn, both accessibility and usability directly impact the effectiveness of the program teachings (Cooper at al., 2016). 

Further, the National Center on Universal Design for Learning (UDL) has created a set of UDL guidelines to promote universal design in online learning, including:

1. Providing multiple means of representation
2. Providing multiple means of action and expression
3. Providing multiple means of engagement (McGill Library, 2021)

Our programs are developed in keeping with these standards to ensure accessibility for learners of all abilities and skill levels. 

Technical Structure Features

Within all of our programs, the user is in charge of their learning journey. Learners decide when they complete their learning and in what ‘chunks’, based on micro-learning modules/sections that are typically between 7-10 minutes each. At the end of each section, a preview of the next section (including section length) helps learners to decide if they want to continue. Through sequential unlocking of program modules, content and information progressively build towards key learning objectives. 

This structure yields two benefits that improve the effectiveness of our programs. First, the ability to follow a structure while providing options in how and when learning is completed allows users to take responsibility for their learning, building internal motivation to engage with the content (Morgan & Belfer, 2007). This structure also employs the technique of scaffolding learning outcomes from basic and broad to advanced and specific, which supports learners with a variety of skill sets progressing through their learning journey (McGill Library, 2021). 

Other technical features include offline program access and the personalization of an organization’s learning journey through customized design, leader messages, and handouts. The option to personalize program content is one technique that supports full immersion and the highest level of interactivity in online learning programs (Pappas, 2015).

You can learn more about our programs and see these elements of instructional design in action through the links below: 

• Respect in the Workplace
• Respect in School 
• Respect in Sport
• Respect in Sport for Officials
• Keeping Girls in Sport 
• Stay in the Game 

Resources:

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: considerations for e-learning research and development projects. Retrieved from https://pdfs.semanticscholar.org/69bb/58db9ee5ac7a6aa3fd8f1b5ef96173ee38e3.pdf 

Hill, D. (2019, March 22). Making the most of animation in elearning. Retrieved from https://www.elucidat.com/blog/animation-elearning-examples/ 

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.

McGill Library. (2021, June 11). eLearning kit: Designing for e-learning. Retrieved from https://libraryguides.mcgill.ca/eLkit/designing 

Mehta, N. (2020, December 3). Some important instructional design theories. Retrieved from https://elearningindustry.com/important-instructional-design-theories 

Morgan. T., & Belfer, K. “A framework for choosing communication activities in e-learning” In: Bullen, M., & Janes, D. P. (2007). Making the transition to e-learning: Strategies and issues.

Pappas, C. (2015, April 18). eLearning interactivity: The ultimate guide for eLearning professionals. Retrieved from https://elearningindustry.com/elearning-interactivity-the-ultimate-guide-for-elearning-professionals 

Diversity, equity, and inclusion, or ‘DEI’, are key values that contribute to the fabric and sustainability of any organization. While the acronym DEI is often used broadly, and the individual terms used interchangeably, it is important to understand the distinctions between these terms, and how they are essential to building a culture of respect in any organization.

This infographic above from Gensler provides the individual definitions and visual depictions of diversity, equity, and inclusion. While the elements of these terms overlap and build upon one another, there are clear differences in what they mean and look like in practice. While diversity involves recognizing and celebrating the differences between individuals, equity focuses on fair treatment and access to opportunities for all, particularly individuals who have been marginalized within our society (Gensler, 2019). Inclusion involves having a range of voices and representation from all members of an organization involved in both power-sharing and decision-making (Gensler, 2019).

Recognition of and support for diversity, equity and inclusion within organizations strengthens both the organization as a whole and the individuals working within it. The third report in a series from McKinsey exploring the business case for diversity and inclusion demonstrates that internationally, companies whose executive teams were more diverse across gender, ethnicity, and culture significantly outperformed their less diverse counterparts, who tended to underperform financially (Hunt et al., 2020). Two keys to the successes of the former group are a systematic approach to diversity and inclusion, and taking bold action to strengthen inclusion (Hunt et al., 2020). Key ‘pain points’ identified by employees who felt their organizations did not prioritize inclusion were a lack of equality, openness, and belonging (Hunt et al., 2020). Further, employees felt that leadership taking strong action to promote openness, belonging, and equality of opportunity was a necessary component of inclusive cultures (Hunt et al., 2020).

Taken together, diverse, inclusive, and equitable organizations are not only more profitable, but support environments that are physically and psychologically safe, where all individuals are respected and have the opportunity to thrive. These successful organizations do not tolerate behaviours that undermine respect, such as bullying, abuse, harassment, or disrimination, or BAHD behaviours. They understand the importance of preventing these behaviours and how to address them should they occur.

Diversity, equity and inclusion are foundational cornerstones built into all Respect Group programs. Through exploring the value of DEI, the root causes of BAHD behaviours and how to mitigate them, our curriculum highlights the importance of building a positive, respectful culture. Respect Programs include relevant and timely content, including and beyond the following:

• preventing and dealing with BAHD
• racism and unconscious bias
• accessibility for all
• occupational health & safety legislation
• supporting marginalized communities, including newcomers to Canada and the LGBTQ+ community
• content updates influenced by important cultural and political movements and acts, including Truth & Reconciliation, Black Lives Matter, and #MeToo

Above all, our programs focus on a key theme of empowering the bystander and the role every individual can play in promoting respect within their organization. More information about our individual programs can be found through the links below:

• Respect in the Workplace
• Respect in Sport
• Respect in School
• Keeping Girls in Sport
• Stay in the Game

References:  

Hunt, V., Dixon-Fyle, S., Dolan, K., Prince, S. (2020). Diversity wins: How inclusion matters. Retrieved from https://www.mckinsey.com/featured-insights/diversity-and-inclusion/diversity-wins-how-inclusion-matters

Gensler and Kim, S.J. (2019). Inclusion by Design: Insights from Design Week Portland. Retrieved from https://www.gensler.com/blog/inclusion-by-design-insights-from-design-week-portland 

Highlights: Jumpstart State of Sport Report

In March 2021, Jumpstart released the Jumpstart State of Sport Report, highlighting important findings from research conducted in partnership with Ipsos that focused on the impacts of COVID-19 on Canadian youth sport and recreation (Canadian Tire Jumpstart Charities, 2021). 

Two surveys were conducted to explore these impacts: the first among parents of children ages 4-17, to understand the mental and physical impact of loss of access to sport and play on children and youth; and the second among sport organizations, to explore the pandemic’s impact on programming and ability to continue operating (Canadian Tire Jumpstart Charities, 2021). 

Three key takeaways from this research include:

• Canadian recreational sport infrastructure is suffering: The financial impacts of the pandemic have severely impacted sport organizations, with one-third bankrupt or facing bankruptcy, and 3 in 10 organizations closing temporarily or indefinitely (Canadian Tire Jumpstart Charities, 2021).

• Impacts on Canadian youth are severe: Youth, particularly those whose recreational and sport activities have been impacted, are facing significant mental and physical health impacts. 64% of parents report that their children are finding it hard to reduce stress and anxiety, and 69% say that their kids are showing signs of being less physically fit (Canadian Tire Jumpstart Charities, 2021).

• Returning to ‘normal’ will be a long-term challenge in sport: More than 75% of all sport organizations believe it will take longer than 6 months for the recreational sport-sector to return to a version of ‘normal’ (Canadian Tire Jumpstart Charities, 2021).

Importantly, along with these key takeaways, 87% of parents say that their kids are very much looking forward to returning to sports and recreational activities (Canadian Tire Jumpstart Charities, 2021). To support this return to play, Jumpstart has established the Sport Relief Fund, designed to balance recovery and renewal while focusing on dismantling the systemic barriers preventing sport participation for Canadian children and youth of all backgrounds and abilities (Canadian Tire Jumpstart Charities, 2021). In 2020, this fund supported nearly 700 organizations and benefitted over 70,000 Canadian youth, and stands to benefit many more following a $12 million investment from the Canadian Tire Corporation in February 2021. You can learn more about the Jumpstart Sport Relief Fund and the State of Sport Report here. 

Reference: Canadian Tire Jumpstart Charities, Jumpstart State of Sport Report, (March 2021).

When discussing diversity and inclusion, it is important to have a shared understanding of the common terms used to discuss the sources and mechanisms of discrimination. At Respect Group, we recognize that these terms can be complex, and have recently updated our Workplace, School, and Sport programs to explicitly discuss these concepts and their impacts across different contexts. To better educate yourself and your organization on how to actively promote diversity and inclusion, it is important to understand the differences between systemic racism, unconscious bias, and microaggressions, and the overarching role that intersectionality plays within each of these concepts. 

Systemic Racism

Systemic racism is defined as, “Organizational culture, policies, directives, practices or procedures that exclude, displace, or marginalize some racialized groups and/or create unfair barriers for them to access valuable benefits and opportunities” (Government of Ontario, 2020). This is enacted through institutional biases that are built into the culture, policies, practices and procedures of organizations and systems, privileging the interests and opportunities of dominant groups while disadvantaging marginalized groups (Government of Ontario, 2020). 

Systemic racism can be found in all major institutions, from governments and schools to public and private companies and religious organizations. It is important to note that systemic racism differs from racial bias in that these policies and procedures often appear neutral and may not be intended to disadvantage members of marginalized groups, but in practice, have the effect of doing so. 

Unconscious Bias

According to Catalyst (2019), unconscious bias is, “An association or attitude about a person or social group that, while not plainly expressed, operates beyond our control and awareness, informs our perceptions, and can influence our decision-making and behaviour.” Unconscious biases are pervasive, powerful predictors of behaviour, even if they don’t match conscious attitudes or opinions (Catalyst, 2014). Unconscious biases impact actions large and small, but are more likely to be observed when conscious controls over decision-making are lowered and factors such as stress, distraction, relaxation, or competition impact one’s control over conscious behaviours (Catalyst, 2014).  

It’s important to recognize that everyone has unconscious biases within our worldviews, affecting our actions across different areas of our lives that we may not be aware of, but are perceived by others (Catalyst, 2019). These biases often reflect internalized societal messages and norms, which are influenced and/or created by systemic racism, misogyny, and other common stereotypes and prejudices. Unconscious biases can create many barriers at both organizational and individual levels, working against inclusion, performance, engagement, and innovation (Catalyst, 2019). Given the nature of unconscious biases, we cannot completely eliminate them, but we can develop strategies and skills to override these biases and mitigate their impacts (Catalyst, 2019). 

Microaggressions

Racial microaggressions are a form of discrimination that is brief and commonplace; occurring daily; and can be verbal or nonverbal (Sue et al., 2007). There are three common forms of microaggressions: microassaults, microinsults, and microinvalidations (Sue et al., 2007). 

Microassaults are explicitly derogatory verbal or nonverbal attacks on one’s race, where the perpetrator aims to hurt or harm the victim through name-calling, avoidant behaviour, or discriminatory actions (Sue et al., 2007). One example of this may be using outdated and offensive terms to refer to Black or Indigenous peoples (Sue et al., 2007). Microassaults are usually both conscious and deliberate, and often occur in relatively ‘private’ contexts, where the perpetrator can maintain some degree of anonymity (Sue et al., 2007). 

Microinsults are subtle, rude and insensitive comments or actions that demean a person’s racial heritage or identity (Sue et al., 2007). Microinsults may seem harmless to the perpetrator, but hold a deeper, more painful meaning for the victim (Sue et al., 2007). One example of this may be not taking the time to learn the proper pronunciation of a co-worker’s name because it is unfamiliar, and consistently mispronouncing or avoiding using their name (Montañez, 2020). These types of statements and actions may not necessarily be aggressive , but the context in which they occur and the impact on victims determines whether a comment or action is a microinsult (Sue et al., 2007).

Microinvalidations are comments or actions that exclude, ignore, or invalidate the thoughts, feelings, or reality of a person of colour (Sue et al., 2007). Examples may include asking a person of colour where they are from ‘originally’, or where they are ‘really’ from (Sue et al., 2007). 

The daily experience of microaggressions is incredibly harmful, both for the individuals experiencing them and for organizations as a whole (Sue et al., 2007). Though the emotional tax of experiencing microaggressions can be felt in a wide variety of context, more information on the high emotional tax of experiencing racism, sexism, and other forms of discrimination in the workplace can be found here. 

Intersectionality

Lastly, it is important to consider the role that intersectionality plays in impacting the experiences of individuals and organizations. Coined by scholar and advocate Kimberlé Crenshaw (1989), the term intersectionality refers to the ways in which the intersecting and overlapping identities of individuals impacts their lives based on their social location, which includes (but is not limited to) one’s race, gender, sexual orientation, socioeconomic status, religion, age, ability, and citizenship. Intersectionality is both a concept and a tool that can be used to reflect on how the policies and procedures of a system or organization impact individuals with intersecting identities, who may be experiencing multiple, layered forms of oppression and discrimination (Crenshaw, 1989). 

The resources below provide more information on systemic racism, unconscious bias, and microaggressions specific to schools, sports organizations, and workplaces. 

Resources for Schools

• Physical & Health Education Canada’s Anti-Black Racism Resources for K-12 Classrooms

• Lesson Plans from Speak Truth to Power Canada

• Talking About Race & Privilege: Lesson Plan for Middle & High School Students 

• Anti-Oppression/Anti-Racism Resources for Educators 

• • From Early Childhood Educators through to College/University

• School Mental Health Ontario resources for conversations about Anti-Black Racism

Resources for Sports Organizations

• Physical & Health Education Canada’s We Belong Guide
• Anti-Racism Resources from the Sport Information Resource Centre  
• Resources, programs and research from the Black Canadian Coaches Association
• Team Canada Anti-Racism Resources
• WeCoach Diversity, Inclusion & Anti-Racism Resources

Resources for Workplaces

• Understanding Unconscious Bias: Ask Catalyst Express
• What is Unconscious Bias?
• Intersectionality in the Workplace
• Microaggressions in the Workplace
• Implicit Bias Workshop
• How to Combat Unconscious Bias as an Individual
• How to  Combat Unconscious Bias as a Leader in your Organization
• Canadian Anti-Racism Network

References

Catalyst. (2019, December 12). Understanding unconscious bias: Ask Catalyst Express. Retrieved from https://www.catalyst.org/research/unconscious-bias-resources/  

Catalyst. (2014, December 11). What is Unconscious Bias? Retrieved from https://www.catalyst.org/research/infographic-what-is-unconscious-bias/  

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. u. Chi. Legal f., 139.

Government of Ontario. Glossary. (2020, February 29). Retrieved 

from https://www.ontario.ca/document/data-standards-identification-and-monitoring-systemic-racism/glossary

Montañez, R. (2020, June 11). 10 microaggressions and 5 microinvalidations women of colour are tired of, are you guilty? Forbes. Retrieved from https://www.forbes.com/sites/rachelmontanez/2020/06/11/10-microinsults-and-5-microinvalidations-women-of-color-are-tired-of-are-you-guilty/?sh=7b9ef35f6ea8 

Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American psychologist, 62(4), 271.

Bill C-65: Prevention is the Key to Success

 On January 1, 2021, the federal government’s new Workplace Harassment and Violence Prevention Regulations came into effect, along with federal harassment and violence prevention legislation under Bill C-65 (Anandan et al., 2020). The new legislation and regulations pertain to federally-regulated employees and alter the existing anti-harassment and violence framework within the Canadian Labour Code (Anandan et al., 2020). Employers covered by this legislation include those in the federally-regulated public sector, private sector employers engaged in federal work or endeavours, and federal Crown corporations (Anandan et al., 2020). The three core pillars of this anti-harassment and violence in the workplace legislation focus on prevention, response, and support.

The prevention pillar of Bill C-65 and the Regulations address the need for policies, procedures and preventative measures to be implemented by all federally-regulated employers (Anandan et al., 2020). Along with an ‘applicable partner’, identified as an employer’s health and safety committee or representative, the employer is responsible for assessing internal and external risk factors contributing to harassment and violence in the workplace and, within 6 months, developing and executing a plan to implement preventative measures (Anandan et al., 2020). 

The employer and the applicable partner must also jointly develop and implement a workplace violence and prevention policy for all employees (Anandan et al., 2020). Training is a key element of this policy and employers are required to outline and describe the specific workplace harassment and violence training that will be provided to employees (Anandan et al., 2020). Both the preventative measures implementation plan and the workplace harassment violence and prevention policy must be reviewed and updated (as needed) every 3 years (Anandan et al., 2020). 

The Respect in the Workplace program, updated and relaunched in 2019, fulfills and goes beyond the training requirements of Bill-65 and the Regulations. Grounded in a focus on culture change versus check-box compliance, our program helps these policies and training requirements become actionable, while maintaining the safety of the learner. Respect in the Workplace training provides baseline prevention, but also: 

• Foundational education on bullying, abuse, harassment, and discrimination, known as BAHD behaviours
• Standards for physical and psychological safety in the workplace
• Plus actionable tools for both employers and employees to prevent and address maltreatment in the workplace, including a risk management section with information on provincial and federal compliance

In addition, our program was updated in September 2020 to expand upon and explore the important issues of systemic racism, microaggressions, and unconscious bias. 

We encourage employers to see the requirements of Bill C-65 as an opportunity to be leaders in their field and to show their employees that they care by creating and committing to a culture of respect. For more information, please see these additional resources below:

• The Respect in the Workplace Program 
• Bill C-65 Legislative Summary
• Workplace Harassment and Violence Prevention Regulations Overview
• Safe Workspaces in the Public Service 
• Federal government interpretive guidelines on Workplace Harassment and Violence Prevention Regulations 
• Implementing new federal regulations under Bill C-65: Part 1
• Implementing new federal regulations under Bill C-65: Part 2

Source:

Anandan, N., O’Ferrall, K., and Hanson, J. (2020, July 21). Part 1 of 2: Less than 6 months for employers to prepare for the new federal regulations on workplace harassment and violence – changes effective January 1, 2021. Osler. Retrieved from https://www.osler.com/en/blogs/risk/july-2020/part-1-of-2-less-than-6-months-for-employers-to-prepare-for-the-new-federal-regulations-on-workplac 

There are various costs and benefits associated with different jobs and occupations, but one that isn’t widely considered is emotional tax. Emotional tax is the state of being consciously on guard to deal with potential bias or discrimination stemming from factors related to one’s identity, including race, gender, ethnicity, and more (Travis & Thorpe-Moscon, 2018). This tax can be compounded for employees who identify with more than one marginalized group; for example, women of colour often experience both racial and gender bias (Travis & Thorpe-Moscon, 2018). Further, this tax is widespread, with 39% of Black, East Asian and South Asian Canadian professionals report being highly on guard to protect against racial bias (Thorpe-Moscon, Pollack, & Olu-Lafe, 2019). 

Emotional tax has many personal impacts, including effects on employee health and well-being, and strong organizational impacts, particularly through preventing employees from being able to thrive at work (Travis & Thorpe-Moscon, 2018). Of the Canadian professionals surveyed who were highly on guard, 86% aspired to leadership positions in their workplaces and 82% wanted to remain in the same company (Thorpe-Moscon, Pollack, & Olu-Lafe, 2019). Despite their strong drive to succeed and contribute to their organization, the majority of Canadian professionals who experienced high levels of emotional tax were considering quitting their jobs (Thorpe-Moscon, Pollack, & Olu-Lafe, 2019). Clear efforts to bridge this disconnect between employees’ goals of leadership and contribution and their ability to feel safe and respected at work are critical in addressing the high cost of emotional tax in the workplace. 

Workplace leaders play an important role in actively supporting employees and addressing potential reasons for being on guard and working collaboratively towards more inclusive workplaces. Above all, support should be active and expressed, not silent or presumed. A 2019 report from Catalyst identified these strategies leaders can use in the workplace to address and work against emotional tax:

1. Listen:

Create opportunities for open dialogue to discuss differences in the workplace, seeking and acknowledging experiences that bridge differences across employees. 

2. Learn:

Explore the day-to-day instances of inclusion and exclusion experienced by employees, both big and visible and small and subtle- both matter. 

3. Link Up:

Partner with employees to collaborate on meaningful solutions grounded in their expertise and willingness to contribute. The value of employees’ contributions should be identified and shared, both publicly and privately. 

4. Lead:

Both leaders and employees should be both supported in learning and held accountable to enacting inclusive practices, policies, and behaviours in the workplace. 

Additional resources to learn more about emotional tax and inclusivity in the workplace can be found below:

• Day-to-Day Experiences of Emotional Tax in the Workplace Report
  
• These Diagnostic Tools can be used by organizational leaders to provide a deeper understanding of factors that may enhance or inhibit inclusive cultures specific in your workplace
• Our Respect in the Workplace program

Sources:

Thorpe-Moscon, J., Pollack, A., and Olu-Lafe, O. (2019). Empowering Workplaces Combat Emotional Tax for People of Colour in Canada. Retrieved from https://kpmg.pathfactory.com/emotional-tax/emotional-tax-canada 

Travis, D.J., and Thorpe-Moscon, J. (2018). Day-to-Day Experiences of Emotional Tax Among Men and Women of Colour in the Workplace. Retrieved from https://www.catalyst.org/wp-content/uploads/2019/02/emotionaltax.pdf 

Challenges to Canadian Safe Sport Policy: A Summary of One Step Forward, Two Steps Back: The Struggle for Child Protection in Canadian Sport

Introduction 

Canadian sport organizations have a responsibility to support their participants’ health and well-being and to keep them safe. The introduction of Safe Sport is a new overarching goal for Canadian sport organizations focusing on promoting the psychological and physical well-being of participants and preventing abuse, harassment, and other behaviours known as maltreatment (Kerr, Kidd & Donnelly, 2020). The renewed focus on Safe Sport appears to be a response to previous approaches to maintaining safety in sport, which followed a repetitive, reactive cycle of crisis, policy response, slow implementation of changes, resistance to change, and ultimately, little measurable or actionable outcomes (Kerr et al., 2020). One major challenge to moving forward in Safe Sport policy is the resistance from some leaders in sport towards independent oversight, maintaining that these challenges can be handled through self-regulation (Kerr et al., 2020). In light of the increasing awareness of the harms that can occur in sporting environments, it is truly shocking that sport is the only child-population institution in Canada that is entirely self-regulating and autonomous (Kerr et al., 2020). The article summarized below by Kerr, Kidd & Donnelly (2020) demonstrates the need for independent oversight, changes to funding structures/requirements, and prioritizing athletes’ voices in the fight against a climate of control in order to work towards a new, authentic culture of Safe Sport in Canada.

Background: The Role of Sport Canada

The role of Sport Canada is to support National Sport Organizations (NSOs) and Multi-Sport Organizations through financial support for elite athletes and to support sport organizations in hosting events where Canadian athletes can compete at national and international levels (Kerr et al., 2020). Sport Canada’s policies and programs operate under the Canadian Sport Policy Agreement between federal, provincial and territorial governments (Kerr et al., 2020). Similar levels and mechanisms of support for Provincial Sport Organizations (PSOs) are provided by provincial and territorial governments (Kerr et al., 2020). 

In addition to their financial and organizational support, Sport Canada has also created or supported in the development of new organizations, including the Coaching Association of Canada, Canadian Women and Sport, the Canadian Centre for Ethics in Sports, and the Sport Dispute Resolution Centre of Canada, to protect and strengthen key ethical values in Canadian sport (Kerr et al., 2020). An additional independent organization, AthletesCAN, is composed of national team athletes who focus on the goals of athlete advocacy and the creation of athlete-centred sports systems (Kerr et al., 2020). As mentioned above, there is a notable gap of an independent regulatory body to oversee the well-being of children and youth athletes; instead, sport organizations are self-regulating in this area (Kerr et al., 2020). 

Threats to Safe Sport: The Climate of Control

Two important themes related to promoting safe sport include understanding the gaps in protection that leave children vulnerable to maltreatment and understanding the shared characteristics of sport and other institutions where child maltreatment occurs (Kerr et al., 2020). First, sport is mainly self-regulated, meaning that when issues of maltreatment do occur, they are primarily handled internally (Kerr et al., 2020). This is problematic for all athletes, but particularly for children and youth, who are protected by specific laws and regulations that should be upheld by all child and youth-serving institutions, including sport (Kerr et al., 2020). In turn, this contributes to the second theme of sport as a ‘total institution’, where both explicit and implicit cultures of control exist (Kerr et al., 2020). This is especially evident in sport at elite and high-performance levels, where outcomes (ex. medals, wins vs. losses, etc.) and control are emphasized by sport leaders, and the ability of athletes to advocate for their rights and needs for participation is diminished (Kerr et al., 2020). This is supported by research that has found that in elite organized youth sports, nearly half of the articles in the UN Convention on the Rights of the Child are sometimes or often violated (Kerr et al., 2020). 

Research has shown that control has become a core principle for elite and high-performance sport,  contributing to a cultural context where physical and psychological harms can become a normalized, accepted part of sport culture (Kerr et al., 2020). Importantly, this is not to say that the culture of control in sport causes violence, but rather that specific forms of harm and maltreatment are used to maintain a culture of control; in turn, the culture of control creates a climate within sport where maltreatment is expected and/or accepted (Kerr et al., 2020). Similar cultures of control can be found in other institutions that exert total control, such as the military or prisons, to establish a hierarchy of power and authority (Kerr et al., 2020). This climate of control has contributed to many sports becoming highly regimented, with clear authority figures and athletes being motivated by both increasing levels of success as well as fear of punishment (ex. losing funding, not making the team, being benched, etc.) (Kerr et al., 2020). This, along with the competitive aspect of sport and the pool of talented athletes who can take one’s place, puts athletes in positions where they are highly vulnerable to manipulation and harm (Kerr et al., 2020). This can lead athletes to tolerate situations and behaviours that they wouldn’t in other circumstances (Kerr et al., 2020). For example, in education, students may work towards achieving high grades, but if a teacher motivated students towards this achievement through harmful methods, they would be punished professionally and often under the law. Further, many children and youth are hesitant to report violations of their rights, particularly because their main option is to report their concerns directly to their sport organization to be handled internally (Kerr et al., 2020). 

Funding Structures Promote a ‘Win-At All-Costs’ Mentality

An emphasis on performance outcomes, contributing to a climate of control, has been built into the funding structure of Canadian sport organizations and represents a significant barrier to addressing athlete maltreatment (Kerr et al., 2020). Canadian sport organizations are primarily funded through their athletes achieving results, including international medals, records, top-10 performances, etc. (Kerr et al., 2020). As such, funding is higher for sport organizations with high-performing and achieving athletes, and lower or even cut for organizations producing less wins, medals, or other achievements (Kerr et al., 2020). Significant funding for elite athletes comes from a Sport Canada-funded organization, Own the Podium, who identifies in their mandate a goal to help more Canadian athletes and coaches win more medals at Olympic and Paralympic games (Kerr et al., 2020). This focus on winning and achievement may lead to organizational and coaching practices that constitute maltreatment and violate athletes’ rights (Kerr et al., 2020). Further, an overwhelming body of research identifies the potential individual and organizational harms of a win-at-all costs-mentality (Kerr et al., 2020).

Failure to Implement Policies from the 1990s

In response to the high-profile cases of abuse in Canadian sport in the 1990s, the Canadian government created new policies and compliance systems to address maltreatment in sport (Kerr et al., 2020). According to Kerr et al. (2020), starting in 1996, all NSOs (and later PSOs) who received public funding were required to fulfill the following obligations: 

• Create and share a publicly-accessible harassment policy 
• Identify two third-party trained Harassment Officers (one male and one female) to address complaints
• And to report annually on their compliance with the above requirements to Sport Canada in order to maintain their funding 

Harassment policies at the time (and currently) were largely guided by a policy guide that assisted sport organizations in the development and implementation of harassment policies, created by Canadian Women and Sport (Kerr et al., 2020). 

Despite the progressive nature of the developments in 1996, a study conducted 20 years later to assess compliance of Canadian sport organizations showed cause for concern (Kerr et al., 2020). While 86% of NSOs and 71% of PSOs had harassment policies, less than half met the requirement for public accessibility (Kerr et al., 2020). In addition, these policies failed to adequately address psychological and physical maltreatment, focusing mainly on sexual maltreatment (Kerr et al., 2020). Only 27% of PSO and 39% of NSO policies identified a harassment officer, though many of these did not train both a male and a female officer (Kerr et al., 2020). Of particular concern, none of the PSOs or NSOs had a third party harassment officer; instead, the role was typically fulfilled by the CEO of another staff member within the sport organization (Kerr et al., 2020). Lastly, the researchers found that none of the NSOs and PSOs were denied funding, despite not meeting Sport Canada’s compliance requirements (Kerr et al., 2020). In response to this, sport organizations identified both a lack of capacity and will to fulfill their compliance requirements, leaving children, youth and adult athletes once again vulnerable to maltreatment (Kerr et al., 2020). 

Recent High-Profile Cases Emphasize The Role of the Bystander

Recent high-profile cases of abuse in sport (from 2011-2020) in both the United States and Canada further emphasized a lack of organizational and bystander intervention when instances of child, youth, and athlete maltreatment have occurred (Kerr et al., 2020). In the cases of both Larry Nassar and Jerry Sandusky, multiple individuals with the sport organization knew that acts of sexual abuse had occurred, but did not report the abuse to the appropriate authorities, allowing the abuse to continue for years (Kerr et al., 2020). In the words of Mitch Garabedian, a lawyer representing some of the survivors of abuse at the hands of Catholic priests in Boston, “If it takes a village to raise a child, it takes a village to abuse one” (Kerr et al., 2020). 

Developments from 2018 and Beyond

Kirsty Duncan’s Mandates

In 2018, Kirsty Duncan, a former athlete, assumed the role of the federal Minister of Science and Sport (Kerr et al., 2018). In 2018, she took a firm stance against abuse in sport, mandating that all NSOs who did not disclose abuse or harassment occurring in their organizations would lose their federal funding (Kerr et al., 2020). Further, she required that in order to receive federal funding, all sporting organizations needed to establish an independent, third-party investigation process for all allegations of maltreatment and that mandatory prevention training was required to be in place by April 1, 2020 (Kerr et al., 2020). While on the surface this represented an important advancement in athlete protection, in actuality, this was a repetition of the compliance requirements from 1996 that had yet to be adequately met by Canadian sport organizations (Kerr et al., 2020). 

Policy Developments

The Red Deer Declaration for the Prevention of Harassment, Abuse, and Discrimination in Sport was endorsed in 2019 by the Federal, Provincial, and Territorial Ministers of Sport, Physical Activity and Recreation (Kerr et al., 2020). Within the Declaration, a specific commitment was made to prevent and respond to abuse, harassment, bullying, and discrimination in sport (Kerr et al., 2020). 

Minister Duncan also directed the development of a Universal Code of Conduct in sport, created to identify unacceptable behaviours for all members of the National Sport community (Kerr et al., 2020). The Code was created in part through a series of Safe Sport Summits held across Canada in 2019, led by the Coaching Association of Canada, where stakeholders contributed to defining prohibited behaviours and identifying sanctions for athlete maltreatment (Kerr et al., 2020). Unfortunately, the majority of these summits focused solely on sexual abuse in sport, neglecting to focus on the wider range of physical and psychological harms experienced by athletes on a broader scale (Kerr et al., 2020). However, the voices of athletes at the National Safe Sport Summit pushed for a broader focus of maltreatment, focusing on sexual, psychological, and physical forms (Kerr et al., 2020). In addition, the role of the bystander was further emphasized through clearly identifying adults in positions of authority over young people as ethically and legally accountable for reporting maltreatment, both witnessed and suspected, even if the level of maltreatment did not constitute a criminal offence (Kerr et al., 2020). 

Prioritizing the Voices and Experiences of Athletes

Research from a study assessing the prevalence of maltreatment amongst Canadian national team athletes identified the breadth of maltreatment and the need for third-party intervention (Kerr et al., 2020). 17% and 23% of current and retired athletes, respectively, reported experiencing psychological abuse; further, 15% of current athletes and 22% of retired athletes had experienced neglect (Kerr et al., 2020). Fewer than 15% of athletes formally reported their experiences, while less than half of current and retired athletes never disclosed what they had experienced (Kerr et al., 2020). Among their reasons for not reporting the maltreatment they experienced, athletes identified that they didn’t know who to report to; that they did not have a safe or confidential space to report their concerns without fear of negative consequences for their athletic careers; and that they did not trust their sport organization to address their concerns adequately or fairly (Kerr et al., 2020). In general, athletes view the self-regulation of sport organizations as inadequate to address maltreatment fairly and effectively (Kerr et al., 2020). 

At the National Safe Sport Summit in 2019, athletes clearly and strongly voiced the need for healthier sport environments and a stronger advocacy role in the decisions affecting them (Kerr et al., 2020). They called to address all forms of maltreatment; require mandatory education for all sport stakeholders; strengthen accountability measures for sport organizations; and for the implementation of an independent body to receive, investigate, and resolve allegations of maltreatment, and to apply sanctions in individual cases (Kerr et al., 2020). 

The Canadian Sport Helpline & The Sport Dispute Resolution Centre of Canada

The Canadian Sport Helpline was established in 2019 as a resource to help guide the next steps of any individual who is concerned about maltreatment in sport (Kerr et al., 2020). Operating as a triage service, individuals are either directed to the police, child protection services or back to their sport organization (Kerr et al., 2020). However, as most complaints do not meet a criminal threshold, the majority of instances of maltreatment are instead directed back to sport organizations to handle internally, which, as described in depth above, often results in complaints being handled unfairly and/or inadequately (Kerr et al., 2020). 

Also in 2019, the Sport Dispute Resolution Centre of Canada was contracted to provide independent investigations to support sport organizations in addressing instances of maltreatment (Kerr et al., 2020). However, some of the larger NSOs appointed their own ‘independent’ investigators, who were often existing employees of the organization in positions of power (Kerr et al., 2020). Even when complaints are handled externally, the responsibility for handing down and implementing sanctions still remains with the sport organization, creating a clear conflict of interest (Kerr et al., 2020). 

A New Way Forward

The information above clearly identifies the need for a new way forward to achieve Safe Sport in Canada. In order to truly make change, we need to imagine a new way forward that centres around the voices and lived experiences of athletes and the protection of children and youth. Approaches should be proactive versus reactive and focus on the creation of a culture of sport that prioritizes child, youth, and athlete well-being and enjoyment of sport over winning at all costs (Kerr et al., 2020). 

The calls of athletes for a fully independent organization to handle child, youth, and athlete protection must be heard, and athletes are critical voices in the development of this system (Kerr et al., 2020). Further, an independent investigative process must be employed whenever a complaint is identified as a violation of the Universal Code of Conduct (Kerr et al., 2020). Sanctions should also be handed down entirely independently, free of conflicts of interest (Kerr et al., 2020). These processes should be fair, transparent, and accessible to all stakeholders in sport to follow and understand (Kerr et al., 2020). In addition, anyone who has experienced maltreatment in sport should have timely access to appropriate supports and resources to support their short-term well-being and to prevent long-term negative impacts (Kerr et al., 2020). Lastly, funding structures should be reframed beyond athlete performance to include athlete well-being, development, and the promotion of the rights of children, youth, and athletes (Kerr et al., 2020). The leaders of today are in an important position to learn from the mistakes of the past and to create a new way forward where all children, youth, and athletes can participate in sport safely. 

Reference:

Kerr, G., Kidd, B., & Donnelly, P. (2020). One Step Forward, Two Steps Back: The Struggle for Child Protection in Canadian Sport. Social Sciences, 9(5), 68.

Across Canada, young athletes, parents and coaches have had to adjust to the new normal of sport. While some sports have continued with new safety requirements, others have been postponed until next season or beyond. In spite of these changes, youth can continue to be involved in sport in new, creative ways. Below are some tips to support the young athletes in your life to continue to stay engaged in sport throughout the Covid-19 pandemic.

Staying Connected to the Team

Regular video calls with coaches and teammates to train together or just chat can help young athletes feel connected to their team (Graham, 2020). Staying connected with their teammates can help youth to maintain the sense of community gained from participating in sport. Coaches can continue to support their athletes from afar by helping to provide training tips, encouraging athletes to stay active and practice, and to provide social support and ongoing connection to sport. 

Continue to Practice

Youth should continue to practice from home regularly. Coaches can connect with young athletes to help them create regular practice routines that include a mix of technical drills and physical training (Graham, 2020). Some sport-specific examples of this can include:

• Soccer: Foot speed and dribbling drills such as toe taps, side touches, rollovers and inside-out dribbling
• Basketball: Dribbling and ball-handling skills such as straight-arm finger taps, wraps around head/ankles/waist/legs, crossover dribble and double ball dribbling
• Dance: Stretching and maintaining skills such as pre-practice stretches, floor barre exercises, or watching online dance classes (Myrvik, 2020)
• For more ideas, check out the Play From Home Resource Hub from Jumpstart Canada and ParticipACTION

As we move into the winter months, practice space may be limited to the indoors. If you have space in your home, get creative with your kids and create an indoor practice area (Pearlstein, 2020). If your indoor space is limited, try turning household chores into practice opportunities; for example, “How many lunges can you do while putting your toys away? How high can you jump when you’re dusting?” (Pearlstein, 2020). 

Find Creative Ideas Online

From skill-based challenges to virtual ‘passing’ of the ball, puck, etc. to team members, many creative ways to keep young athletes engaged in sport can be found online (Graham, 2020). Some ideas we found include:

• Creating a family ‘grab jar’: write down exercises, such as 20 jumping jacks, 10 burpees, etc. (Pearlstein, 2020). Have each family member pick one exercise from the jar and complete the moves together. Consider creating jars tailored to different sport-specific exercises to mix up your family workouts!
• Find kid-friendly workouts on YouTube, like this Parent and Kid Workout 

Encourage Your Kids to Take the Lead

Have your kids take the lead on connecting with teammates, planning practice or training routines, and creating practice spaces. Kids have had to cope with much less freedom and decision-making since the beginning of the pandemic (Graham, 2020). Not only will this help young athletes feel like their voices are being heard, but it may increase the likelihood that they will continue to practice and be active, making their routines into habits (Graham, 2020). 

Parents: Cut Yourselves Some Slack

Lastly and most importantly, parents should remember that everyone is doing the best they can given the circumstances. Cut yourselves and your kids some slack if they forget to practice or have a less active day. Focusing on doing what they can and having fun along the way is the best way to find balance and sustainability as we move into the winter months.

References:

Graham, N. (2020, May 14). Three ways to keep kids connected to sports when they can’t play during COVID-19. Folio. Retrieved from https://www.folio.ca/three-ways-to-keep-kids-connected-to-sports-when-they-cant-play-during-covid-19/

Myrvik, M. (2020, April 20). Keeping young athletes active and engaged during COVID-19. Children’s Wisconson. Retrieved from https://childrenswi.org/newshub/stories/covid-19-young-athletes

Pearlstein, J. (2020, Oct 20). How to keep kids active as the weather cools and the pandemic rolls on. The Washington Post. Retrieved from https://www.washingtonpost.com/lifestyle/2020/10/22/kids-activity-covid/

The Winnipeg Free Press recently published a series of articles by Jeff Hamilton entitled ’A Stain on Our Game’ an investigation into convicted serial sex offender and former hockey coach Graham James. This series explores the lasting impact of his years of abuse on the Canadian hockey community and more importantly, on those who were victimized by him. Hamilton’s research shed a light on the factors that allowed the widespread abuse to occur, the lifelong impacts on the survivors of James’ abuse, and what sport organizations across Canada have done and must continue to do to prevent maltreatment and abuse from occurring in sport moving forward. Accompanying the article series are reflections from Sheldon Kennedy and Respect Group’s summary of the key messages and takeaways. All of these articles can be found here.