In May 2026, Ophea and Canadian Women & Sport hosted two webinars about gender equity in Health and Physical Education and across everyday physical activity spaces. If you weren’t able to attend live, the recordings of these webinars are now available in full on Ophea’s YouTube channel:
These webinars featured panel discussions with six experts who brought diverse lived experience and insight across mental health, research, and school sport. The panelists had such a wealth of knowledge to share that we’re continuing the conversation with them through a summer blog series!
Panelists Sarah Succee, Marika Warner, and Yumi Lee shared some advice on creating gender-inclusive environments in Health and Physical Education (H&PE).
“Creating welcoming spaces for girls, young women, and gender diverse youth in H&PE, athletics, and sport isn’t about one strategy, it’s about intentional design across everything we do. Small, manageable shifts can change the entire feel of a space. When we center student voices by co-creating norms and redefining success, it moves the experience from something we deliver to something we build together.”
– Sarah Succee, H&PE and Outdoor and Environmental Education Consultant
“A small, concrete change that prioritizes what matters to participants can make ALL the difference.”
– Marika Warner, Executive Director, MLSE LaunchPad
So, how might these small changes show up in practice?
Everyday Practices to Build Inclusion in H&PE
Wellness Check-In Circle
“Circle up and go around the circle three times, with participants sharing one word each time to describe how they are doing physically, emotionally, and mentally. This can give space for girls and gender diverse youth to not be 100% based on the realities of their life, including their menstrual cycle. Doing this before and after a class or practice can emphasize the immediate impacts of the activity.”
– Marika
Creating a Culture of Support
“Building on Marika’s circle idea, have participants share their prior thoughts and feelings about physical activity. In my skateboarding classes, we often start the term by sharing one thing we’re excited about, or one thing we’re nervous about. This helps us recognize early on that it’s okay to feel nervous or scared, and that we all support each other and have each other’s backs in this fear.”
– Yumi Lee, Teacher Candidate, Co-Founder of York Skateboarding, and Co-Director of Queer Skate Toronto
Building More Inclusive Systems
While small, actionable steps are important, our panelists also highlighted the need to support these efforts with broader, system-level impact.
“Removing barriers and expanding opportunities in sport and athletics is essential, but I’ve also seen how inconsistent it can feel without strong support from school leaders and the system. Without funding, resources, and clear messaging, too much ends up resting on individual educators and coaches trying to make it work.”
– Sarah
“That being said, a systems change doesn’t need to mean influencing government priorities or capital-P policy change; impacting how a local sports club programs, or changing a policy at your school or program, are also changing a system in a meaningful way.”
– Marika
I’ve realized that the smallest changes at a grassroots level within your community make all the difference. The skateparks in my community are slightly more inclusive and supportive environments than before I started working there. Today, I work towards being someone who doesn’t sit back and watch poor behaviour in public spaces and H&PE classrooms, but calls it out.
I also think we need to be cautious about creating inclusive spaces when administration, coaches, and players aren’t ready to be a part of it. When I was in high school, I was the first girl to join the baseball team. However, the environment ended up being cold and exclusive, and I quit pretty early on. This team was not ready to have a girl. This experience had a negative impact on my self-perception and attitude surrounding sport. We can’t just add a girl to a boy’s team, there’s work that has to go into this prior.”
– Yumi
Perspectives to Carry Forward
Finally, Sarah, Marika, and Yumi shared some parting words of wisdom and food for thought.
“It’s not always easy, and at times it can feel uncomfortable, but small, manageable changes are absolutely worth it if we want to create spaces where every student and athlete feels like they truly belong. There have been moments where my intentions didn’t match my impact, and I’ve had to unlearn, relearn, and try again. That process feels like such an important part of doing this well, and honestly, it’s one of the biggest takeaways I’d share with anyone looking to shift their practice.
I keep coming back to this question: how do we, as educators and coaches, create the conditions to keep unlearning and relearning, so that inclusive, connected movement experiences become the norm in both H&PE classrooms and sport, rather than something that depends on individual effort?”
– Sarah
“Keep accessing up to date data, but don’t let that be substitution for what young people in your space and context are telling you. Last but not least, make sure YOU enjoy it – fun and enjoyment as baseline norms matters for leaders, too!”
– Marika
“We have to recognize how we were taught, and how some of these strategies did not have a positive impact. There’s still a lot of unlearning to do. I also agree, have fun. When leaders are having fun, it sets the tone that fun is what we do!”
– Yumi
Recommended Resources
The resources shared are not an exhaustive list but consist of resources and programs that the webinar hosts, panelists, and Ophea have contributed to the development and/or delivery of.
From MLSE LaunchPad
From Canadian Women & Sport
From Queer Skate Toronto & York Skateboarding