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Women Strong: Fostering a Resilient Spirit Through Sport

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Women Strong: Fostering a Resilient Spirit
Through Sport

Overview


Research on girls’ education and their personal experiences emphasizes that developing multiple forms of resilience is an essential aspect of positive development in girls. At Branksome Hall, our students are encouraged to develop resilience while taking healthy risks. We endeavour to teach them to see risk and adversity as positive forces in their lives. Developing resilience also requires teaching girls to engage in “productive struggles” — a mindset that persists rather than resists.

Fostering Resilience

Yet, questions remain on how to best foster these skills within our students so that they are empowered to face the challenges they will encounter as students, as well as later in life. Resilience in girls connects to a variety of abilities such as positive decision-making, self-encouragement, self-esteem, commitment and knowledge about the consequences of an action. Recent research from the Resilience Research Centre in Halifax, Nova Scotia, has found that activities such as sport and music can be critical in helping students with resilience and, furthermore, aids in the development of a network, motivation, and an outlet that serves youth through celebratory and challenging times.

Resilience at Branksome Hall

The conversation about how to foster resilience is not a one-time event, but an on-going commitment. Within our school, there are opportunities for these conversations to take place in many spaces, such as Girls’ Circles, with coaches, and in Advisor. There are also several tools available to help students and parents begin conversations about resilience, both in sport and daily activity. Branksome Hall’s Learning Commons on the Portal contains many useful resources, such as athletes’ stories, handbooks and more.

References

Bobenrieth, M. (2016). Play it forward: The untapped potential of sport to accelerate global progress towards gender equity. UN Chronicle, 53(2), 17-21.

Brown, L. M., & Gilligan, C. (1993). Meeting at the crossroads: Women’s psychology and girls’ development. Feminism & Psychology (3)1, 11-35.

Canadian Women’s Foundation. (2014). Building strong girls: Girls Fund evaluation highlights 2009-2012. http://canadianwomen.org/sites/canadianwomen.org/files/CWF-GirlsFundReport-Highlights-EN-web-single%20page.pdf

Carney, P. (2015). Well-aware: Developing resilient, active and flourishing students. Toronto, ON: Pearson.

Damour, L. (2016). Untangled: Guid=-ing teenage girls through the seven transitions into adulthood. New York: Ballantine Books.

Dweck, C. (2015). Carol Dweck revisits the “Growth Mindset” http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growthmindset.html?cmp=eml-enl-eunews2-RM, October 19, 2015.

Jordan, J. V. (2013). Relational resilience in girls. In S. Goldstein and R. Brooks (eds.). Handbook of resilience in children (pp. 73-86). New York: Springer.

Fenton, J., Kopelow, B., & Lawrence, T. (2010). On the move: Increasing participation of girls and women in recreational sport and physical activity. Vancouver, BC: Canadian Association for the Advancement of Women and Sport and Physical Activity.

Flett, G. L., & Hewitt, P. L. (2014). A proposed framework for preventing perfectionism and promoting resilience and mental health among vulnerable children and adolescents. Psychology in the Schools, 51(9), 899-912.

Girls Action Network. (2015). Evidence for supporting outcomes for Girls’ Group Evaluation.

Gunnestad, A. (2006). Resilience in a cross-cultural perspective: How resilience is generated in different cultures. Journal of Intercultural Communication, 11.

Henderson, N. (2013). Havens of resilience. Educational Leadership, 71(1), 22–27.

Lacina,J., Bauml, M. & Taylor, E. (2016). Promoting resilience through read-alouds. YC: Young Children, 71(2), 16-21.

Skinner, E., Pitzer, J., & Steele, J. (2013). Coping as part of motivational resilience in school a multidimensional measure of families, allocations, and profiles of academic coping. Educational and Psychological Measurement, 73(5), 803-835.

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.

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10 Elm Ave, Toronto, ON, Canada
M4W 1N4

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Land Acknowledgement
We wish to acknowledge this land on which Branksome operates. For thousands of years, it has been the traditional land of the Wendat, the Seneca and most recently, the Mississaugas of the Credit River. Today, this meeting place is still the home to many Indigenous peoples from across Turtle Island and we are grateful to have the opportunity to work and go to school on this land.*


*The Land Acknowledgement may evolve as we honour our commitment to Truth and Reconciliation in partnership with Indigenous communities.

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