¬FISH DISTRIBUTIONS IN LAKE ONTARIO’S EASTERN BASIN AND THE UPPER ST. LAWRENCE RIVER: AN ANALYSIS USING GIS AND OCCUPANCY MODELLING TECHNIQUES

Predictive models of species distributions are important tools for fisheries management. Unfortunately, these predictive models can be difficult to perform on large waterbodies where fish are difficult to detect and exhaustive sampling is not possible. In recent years the development of Geographic Information Systems (GIS) and new occupancy modelling techniques has improved our ability to predict distributions across landscapes as well as account for imperfect detection. I surveyed the nearshore fish community at 105 sites between Kingston, Ontario and Rockport, Ontario with the objective of modelling geographic and environmental characteristics associated with littoral fish distributions. Occupancy modelling was performed on Round Goby, Yellow perch, and Lepomis spp. Modelling with geographic and environmental covariates revealed the effect of shoreline exposure on nearshore habitat characteristics and the occupancy of Round Goby. Yellow Perch, and Lepomis spp. occupancy was most strongly associated negatively with distance to a wetland. These results are consistent with past research on large lake systems indicate the importance of wetlands and shoreline exposure in determining the fish community of the littoral zone. By examining 3 species with varying rates of occupancy and detection, this study was also able to demonstrate the variable utility of occupancy modelling.

Implementing the Physical Literacy Component of the 2015 Ontario Health and Physical Education Curriculum: Is the Stage Set?

Introduction: Current physical activity levels among children and youth are alarmingly low; a mere 7% of children and youth are meeting the Canadian Physical Activity Guidelines (Colley et al., 2011), which means that the vast majority of this population is at risk of developing major health problems in adulthood (Janssen & Leblanc, 2010). These high inactivity rates may be related to suboptimal experiences in sport and physical activity stemming from a lack of competence and confidence (Lubans, Morgan, Cliff, Barnett, & Okely, 2010). Developing a foundation of physical literacy can encourage and maintain lifelong physical activity, yet this does not always occur naturally as a part of human growth (Hardman, 2011). An ideal setting to foster the growth and development of physical literacy is physical education class. Physical education class can offer all children and youth an equal opportunity to learn and practice the skills needed to be active for life (Hardman, 2011). Elementary school teachers are responsible for delivering the physical education curriculum, and it is important to understand their will and capacity as the implementing agents of physical literacy development curriculum (McLaughlin, 1987). Purpose: The purpose of this study was to explore the physical literacy component of the 2015 Ontario Health and Physical Education curriculum policy through the eyes of key informants, and to explore the resources available for the implementation of this new policy. Methods: Qualitative interviews were conducted with seven key informants of the curriculum policy development, including two teachers. In tandem with the interviews, a resource inventory and curriculum review were conducted to assess the content and availability of physical literacy resources. All data were analyzed through the lens of Hogwood and Gunn’s (1984) 10 preconditions for policy implementation. Results: Participants discussed how implementation is affected by: accountability, external capacity, internal capacity, awareness and understanding of physical literacy, implementation expertise, and policy climate. Discussion: Participants voiced similar opinions on most issues, and the overall lack of attention given to physical education programs in schools will continue to be a major dilemma when trying to combat such high physical inactivity levels.