“It’s comforting knowing that there is a team of professionals behind me — people who genuinely want the best for you. It really does take a village,” says Simone Crevier, a track and field and cross-country athlete.

Simone Crevier, a fifth year Bisons track and field student-athlete

BIST supports student-athlete health through a personalized, team-based approach. The team ensures student-athletes receive consistent, integrated support that blends expertise across roles to keep their minds and bodies healthy. BIST meets once a week to talk about every team — what they have noticed and how they can better support the student-athletes.

Athletic Therapist Brad Bergen says the effectiveness of BIST comes from its team approach. He says that instead of one person trying to do everything, student-athletes get a whole group of professionals who communicate constantly, taking a holistic approach to their care.

Strength and Conditioning coach Adam Stevenson says, “If someone is clearly dealing with a mental block, I can refer them to Sports Psychology, which has been incredibly helpful.”

Sports Dietitian Janelle Vincent emphasizes the supportive, student-athlete-centered approach of the team. “Our goal is to meet student-athletes where they are—physically, mentally and across their sport—to help them feel their best.”

Athletic Therapist Brad Bergen (right) alongside a Athletic Therapy Certification Candidate

BIST team members say seeing student-athletes grow and transform is what makes their work so meaningful. For Bergen, supporting athletes from their very first appointment all the way to returning to their sport is what makes being part of Bison Sports truly special.

“Seeing how happy and accomplished they are, that’s such a gratifying feeling,” says Bergen.

For Stevenson, the most rewarding part of his role is seeing someone achieve a goal they knew was going to be lofty.

“Whether it’s winning a medal, beating a long-time rival, or coming back after a serious injury, those moments are incredibly satisfying. Everyone has goals and helping them reach what once felt impossible is why we do this work.”

Vincent adds that the most rewarding part of her role is when a student-athlete comes in struggling—low energy, recurring injuries, or just not feeling their best—and after working together, they start to notice a real difference. “They often say, ‘I feel so much better, physically and mentally.’ That’s the part I love most.”

BIST emphasizes that seeking support demonstrates strength and is a skill student-athletes can carry with them for life. Bergen echoes this sentiment, emphasizing that the team truly cares for the student-athletes. “I’m invested in their progress and their success,” he says.

The impact of BIST is clear in the experiences of student-athletes like Crevier. “Having this team behind me, and all of the student-athletes, has made a huge difference in my career,” she says.

Crevier encourages others to take full advantage of the resources available. “They’re amazing. If you want to perform at your best, lean on BIST—the resources are there to support you.”

“We see the leadership development of our leaders and their ability to be positive role models for the campers as the core of what we do,” says Gagnon.

Gagnon says the leaders and supervisors are the people who are with the campers every day. They are the people who make the biggest difference to the camp experience. She says it’s important for Mini U to provide them with the tools and support they need to succeed.

Developing leaders first

“Every single part of every job here is to create an experience for someone”

Mini U leaders during a leader week workshop

Gagnon says helping team members grow into leaders has been her focus for over a decade. That focus prepares them to excel in their roles with Mini U and in their communities. She says Mini U uses workshops, clear expectations and focused feedback to give team members chances to grow.

This focus is also a part of the Faculty of Kinesiology and Recreation Management’s 2024-2027 strategic plan. Gagnon believes the experience of the team members is a core part of their function within the faculty.

“Every single part of every job here is to create an experience for someone,” says Gagnon. “And that is in part why the leadership training is so ingrained in what we do, because I see that as how we can contribute to the professional development of UM students and influence the camper experience.”

From workshop to field: The training difference

Gagnon says Mini U’s training for camp leaders mixes formal workshop teaching and purposeful games and activities. She says these opportunities give leaders a chance to work together and practice solving complex problems. This helps prepare them for real-life problem-solving once camp starts.

Gagnon says leadership is a skill you learn and get better at over time. Mini U’s leadership training focuses on five key skills for every job: communication, problem solving, team work, relationship building and reflection.

“It’s very much a part of our culture that permeates through everything we do.”

“Training isn’t just about our senior leaders answering questions; we recognize that our first year team members have a job here because they have external experience, and learning from those experiences only makes our programs better,” says Sara Johnson, a Program Supervisor who has been with Mini U for six years.

A Mini U leader during the Froggies camp

Johnson says training for leaders is made to feel like the best possible camp experience; something that is both fun and fulfilling. She says the experiences during training help to build community and a sense of trust. Something crucial to help people feel safe and allow them to step outside their comfort zones on the job.

“We want returning and new leaders to participate equally and have fun because in turn, that allows them to understand how they might make the experience more meaningful for the campers,” says Johnson. “It’s very much a part of our culture that permeates through everything we do.”

Growing towards a goal

Gagnon says Mini U builds on its leadership development every year. This helps team members learn to solve problems through different stages of their growth.  Jesse Michalski, a coordinator on the Mini U team, says supervisors learn about the administrative and planning needs to run Mini U behind the scenes. They also learn five-step plans for having difficult conversations with other team members or parents. As supervisors gain skills in each area, their tasks become more complex and independent.

Ashley Gagnon during the start of Mini U’s leader week

“People come to us from other positions with their own history of problem solving, communicating and building relationships,” says Michalski. “We try to refine those skills in every experience and grow their practical skills as they become more experienced leaders in the program.”

Mini U also uses mentorship, pairing new team members with someone with more Mini U experience. Michalski says this is an opportunity help experienced leaders practice their communication while giving new team members authentic feedback from peers.

Gagnon says this authentic feedback is “a vital part of that journey.” She says Mini U uses direct feedback, new challenges and a culture of teamwork. This builds collaboration to build trust and shared responsibility among everyone at Mini U.

Reinforcing excellence: The impact of tangible recognition

One way Mini U gives direct feedback is through positive recognition. Michalski says team members might get a ‘leadership card’ from a teammate. It is a simple thank-you from a teammate who noticed their colleague reflecting Mini U’s values in their work.

“When you’re recognized for something that you didn’t go out of your way to get recognition for, it’s so much more empowering,” says Johnson. “It leaves such a lasting impression and contributes to our learning and positively reinforces the good stuff we’re doing.”

The Mini U culture: Community, empowerment and results

Gagnon says the leaders are what ultimately set Mini U apart from other childcare programs across the city. They are helped to be their best through a balance of planned and real-life learning opportunities, with a positive community to help support them in trying new things.

Want to work at Mini U next summer?

Applications for summer 2026 Mini U leader and supervisor positions opens December 19.

If someone you know might be interested in a position with Mini U this summer, encourage them to review the application package.

Application deadlines

• Applications for supervisor positions are due January 14, 2026, 11:59 p.m. 
• Returning leader applications are due January 28, 2026 at 11:59 p.m.
• New leader applications are due February 16 at 11:59 p.m.

Please use the online form to apply to all positions.

Baker says the new book explores how many people feel they do not belong outdoors. She says people with diverse bodies, unique physical abilities and health conditions and different genders and sexual identities often fall outside of the usual ideas about who enjoys outdoor recreation.

“Lots of people who want to be outdoors in lots of different ways, and they don’t see themselves represented,” says Baker.

The webinar will include an overview of the book, how it was created and some of the personal stories it includes. These stories show how people have dealt with experiences of being left out of outdoor recreation.

Telling honest stories

Dr. Mandi Baker

Each chapter of the book details the experiences of various groups who have historically been excluded. They talk about race, age and disabilities in outdoor recreation. Baker says it was important to her and co-editor, Dr. Neil Carr, that the book told the “real and raw” stories of people who have felt excluded.

“What has it been like to have to be discriminated against, to be left out or to be treated unfairly and unkindly?” says Baker. “How do you get through it? Or if not, how can we help tell the stories of people who haven’t figured it all out and are just talking about how messy or hard it is just to be a person in these situations.”

Baker says they received over 70 applicants for the book, ranging from academics to business owners. The project was Baker’s first time editing a book. She says much of her previous work has been about the theory of leisure, but a part of her “never felt at ease” until her work was being used in real life.

“In academia, we can often talk to each other and forget to speak with the real people doing these things every day,” she says.

Connecting research to everyone

This is why Baker says the book focuses more personal accounts than the technical side. She says while the academic discussions try to represent everyday people’s stories, they can get so technical that the feels in the research are lost.

“I think when we tell stories there’s a connection between people,” she says. “Storytelling is relational and about connecting with real people and where they are actually in their lives.”

Baker hopes the book connects with emerging leaders and decision makers in the outdoor industry. She says the diversity of voices will help decisions makers understand the unique problems facing marginalized communities.

The Inclusion and Equity in Outdoor Leisure webinar happens Dec 16 at 2:00 p.m. Dr. Baker will be joined by contributors to the book including Hazel Maxwell, Kate Dashper, Steve Sassman, Richelle Olsen, Natalia Ospina, Mohadeseh Mahmoudi, Elise Wilts, Nicole Peel, Chelsea Rendlen and Geoff Cooper.

Register for the webinar.

Dr. Janet Lawson, an Assistant Professor in the Faculty of Kinesiology and Recreation Management, has been involved in creating the guide. She says the guide is a comprehensive look at how communities can manage inclusive programming.

The guide looks at everything from human resources policies to facility considerations.

“Once we are able to open our doors and provide inclusive programs where persons with disabilities can meaningfully participate, we see they experience a sense of belonging and are able to challenge themselves and learn new skills, just as anybody else would,” says Lawson.

The power of small choices

“It is the small choices that have a really profound impact on the experience of persons experiencing disability.”

The process of developing the guide took over a year. Lawson says a key takeaway from the process is that small actions can make a big difference. She says that just considering better ice times for inclusive programs can really help someone with a disability. This is especially true for those who rely on public transport or have set eating schedules.

“Whenever people think of these challenges, it can feel very broad and overwhelming,” she says. “But by and large, it generally is the small choices that have a really profound impact on the experience of persons experiencing disability.”

Expert insight: from para sport to policy

For Lawson, her journey in supporting people with disabilities began during her undergrad at Camosun College. Her work experience led her to wheelchair rugby and basketball. This sparked her interest in para sports as a whole.

“I found there were a lot of challenges and opportunities to develop new skills and give back in a meaningful way,” says Lawson. “It’s actually quite easy to navigate those challenges, if you have a good attitude and you’re willing to listen to the people experiencing disability themselves.”

Moving forward

“This is the end phase one, but implementing it and getting it into the hands of Canadians is the next step.”

Lawson says it will take a long time to make communities more inclusive if everyone waits for laws, guidance, or training workshops. But, by asking the people who want to access programs, “What can we do to make this an accessible experience for you?” we can very quickly identify ways to approach inclusive environments.

Lawson says she hopes the municipal guide sparks interest and excitement among people in Canada.

“This is step one of obviously a very long process,” says Lawson. “This is the end phase one, but implementing it and getting it into the hands of Canadians is the next step.”

She says they are looking for community champions to showcase the benefits of the guide in action. She says when municipalities start using the guide, they can learn from those experiences and improve parts of it.

Lawson hopes to examine the participation of Indigenous peoples who experience disability across Canada. She says there are additional barriers and considerations that she’d like to see addressed in future editions or supplemental materials.

Participate in the official launch

Active Abilities Canada is hosting a webinar on Dec. 3 from 11:00 a.m. – 12:00 p.m. to celebrate IDPD and the official launch of the guide. The webinar will share success stories and show how to boost disability inclusion in municipalities, organizations, and communities. Everyone is welcome – no matter the role they play in the sector.

Register for the webinar.

To watch the full interview, please head to CTV News.

To listen to the interview, please visit CBC News.

Renewal: Indigenous Perspectives on Land-Based Education In and Beyond the Classroom is the second book from editors Christine M’Lot and Katya Ferguson Adamov. The book features diverse written and visual works created by Indigenous leaders, land defenders, scholars and Knowledge Keepers to help in connecting with Indigenous perspectives on land and water.

“The goal is that a teacher can pick up this book and start to think about land-based education not as something separate from ‘education’ but as something interwoven into the whole scope,” says Rice.

M’Lot says that since the earliest stages of the book’s development, Rice has been involved. Rice, who taught M’Lot and Ferguson Adamov during his career in education, acted as a consultant for the book. He assisted in collecting and reviewing submissions.

Dr. Brian Rice (left) and Dr. Dan Henhawk during an Introduction to Outdoor and Land-Based Recreation class

A career at the forefront of land-based learning

Much of Rice’s career has been spent at the forefront of land-based education, which examines human relationships to the outdoors through Indigenous ways of knowing. His dissertation even involved walking over 700 miles through Rotinonshonni territory.

“Everything is based on older concepts of living off the land, the environment, nature and the cosmos,” says Rice. “But I think it’s the first time we actually have a real book that gives a perspective on what land-based education is today and what it means to us today and why we’re doing it.”

Translating theory into accessible content

For Henhawk, exploring his work in a more practical sense became the most challenging part of the process. He says so much of his own research exists in a “philosophical space” and is geared towards post-secondary and academic researchers, that he had to shift his thinking for the context of the book.

“It was challenging but it was also rewarding, and I think the book that they put together with all the different authors is really great,” says Henhawk. “It’s going to be a valuable resource.”

Nicki Ferland, Director of Land Based Education and Indigenous Curriculum

Ferland’s contribution to the book is more personal. She says her work is a personal essay about her experience growing up with a rural upbringing, and how moving to the city impacted her sense of belonging as a young Métis person.

M’Lot, who is an Anishinaabe educator, curriculum developer and consultant, says both editors hope the book makes approaching the topics of Indigenous land-based education more accessible, given obstacles like time and resources that teachers face day-to-day.

“Land-based education is a way of teaching and learning that works for all learners,” says Ferland. “It supports learners’ observational and interpretation skills, problem-solving, independence, and critical inquiry and reflection.”

A resource for reconciliation

Renewal was released on the heels of the 10-year anniversary of the Truth and Reconciliation Commission of Canada’s report on the history and lasting impacts of the residential school system. Henhawk says many people are still struggling with those calls to action and figuring out how to implement change, but this book might help open discussions.

“It’s all tied together, reconciliation and sustainability,” says Henhawk. “If people can even just recognize some of the histories of colonization and their impact on Indigenous peoples and the environment, then there’s a pathway forward.”

Rice says interest in Indigenous land-based education is spreading across the country, but he doesn’t think anyone is doing it quite like UM. He says that the way the university has implemented it throughout its faculty and departments is something very special.

Attend the launch event

Rice will be participating in a panel discussion to celebrate the launch of the book on October 30 in the Atrium of McNally Robison Booksellers. The event will also be available as YouTube stream.

Date: Thurs, October 30
Time: 7:00 p.m.
Location: Atrium of McNally Robinson Booksellers, 4000-1120 Grant Ave, Winnipeg, MB R3M 2A6
More information: Book Launch

“Other than the people in the top brass, it sounds like a lot of people were caught off-guard,” said Dobie, who spent 29 seasons as head coach of the University of Manitoba Bisons. “I mean, high school officials, university officials — nobody saw this coming.”

Dobie retired in 2024 after 50 seasons pacing the sidelines. He says in his decades involved in the game, he’s never seen the landscape change as much in one day as it did this week. 

To read the full article, please visit the CBC website