Director
William James Harvey, Ph. D.
Areas of Expertise:
Adapted Physical Activity, Cognitive Psychology, Pedagogy
Dr. Harvey is the Director of the CHAMPS physical activity lab at the Department of Kinesiology and Physical Education at the Faculty of Education of McGill University. “CHAMPS” stands for Choices in Health, Action, Motivation, Pedagogy and Skills and his lab operates in partnership with community stakeholders that involve people with disabilities, the ADHD clinic at the Douglas Mental Health University Institute and the community in general.
Dr. Harvey and the CHAMPS research group studies the constructs of self-determination and self-regulation in the contexts of physical activity and leisure for persons with and without mental health problems. For example, we explore the links between leisure and physical activity in the community as well as building upon the leisure, play and fundamental movement skill performance and proficiency of all people!
Dr. Harvey’s research program is based on the interplay between theory and practice in adapted physical activity where various theoretical frameworks are applied and studied in practice. His solution-focused approach is a culmination of his combined research, teaching and clinical experience within various university, school and hospital settings. His background and training have supported the pragmatic merging of knowledge, teaching experience and associated research throughout his career.
The CHAMPS lab is currently being funded through the generous support of the Fondation Head2Core Foundation, a new non-profit organization that is devoted to the betterment of mental health through sport. Our previous funding has been provided by the Canadian institutes of Health Research (CIHR); Social Sciences and Humanities Research Council of Canada (SSHRC); SSHRC- Sport Canada; Fonds Québécois de la Recherche sur la Société et la Culture (FQRSC); and McGill University’s Office of Sponsored Research and the Faculty of Education.
Graduate Students
Mathieu Michaud
Hometown
Matane, QC
Degrees completed
- B.Mus. in Instrumental Composition, Université de Montréal
- M.Mus. in Instrumental Composition, McGill University
- B.Sc. in Physical and Health Education, McGill University
- M.A. in Kinesiology and Physical Education, Specialization in Adapted Physical Activity, McGill University
Current degree
PhD in Kinesiology Sciences, McGill University
Funding
- The Muriel H. Marsh and Harold A. Marsh Endowment – McGill University (2023)
- Sport Participation Research Initiative (2022)
- Social Sciences and Humanities Research Council of Canada Graduate Scholarship – Doctoral (2021–2024)
- R. E. Wilkinson Award – McGill University (2021–2022)
- Fonds de recherche du Québec – Société et culture (FRQSC) Master Scholarship (2021)
- The Muriel H. Marsh and Harold A. Marsh Endowment – McGill University (2020)
- The Stansfield Award for School-Based Classroom Research – McGill University (2020)
- Social Sciences and Humanities Research Council of Canada Graduate Scholarship – Master (2019–2020)
Research interest
My research interests centre around understanding the factors influencing physical activity and physical education participation among autistic adolescents. Specifically, I seek to delve into the facilitators that could help increase physical activity and physical education participation in autistic adolescents. I am also dedicated to empowering them to actively contribute to the research process, thereby fostering a sense of ownership and inclusion.
My research approach is rooted in inclusivity, recognizing and valuing the diverse perspectives and experiences of autistic individuals, as well as the insights of their parents and educators. For example, physical activity facilitators and barriers have rarely been studied from the point of view of autistic adolescents because researchers have often excluded them from responding to questionnaires or being interviewed during the data collection phase of physical activity studies. Consequently, I aim to cultivate a research environment that prioritizes the voices and needs of autistic adolescents, ensuring that their lived experiences inform and shape the trajectory of my research.
Further, I also aim to adopt an anti-ableist research approach, recognizing the need to challenge and overcome societal biases and barriers faced by autistic individuals. Through this lens, I endeavour to identify solutions for social inclusion and advocate for equitable opportunities for autistic adolescents in physical activity and physical education. Further, my use of identity-first language aims to empower autistic individuals to acknowledge and embrace their condition as fundamental components of their identities. The affirmation of autism within one’s identity can challenge ableist societal norms and foster a more inclusive and accepting environment where individuals feel valued and empowered for who they are.
Ultimately, my research is driven by a profound commitment to foster inclusivity, understanding, and empowerment within the context of physical activity and physical education participation among autistic adolescents. By bridging the gap between theory and practice, my work aspires to not only enhance immediate outcomes but also to cultivate lifelong well-being and autonomy for autistic individuals in their participation in physical activity and physical education. Through collaborative efforts and meaningful interventions, I aim to catalyze positive change that extends far beyond the confines of academic inquiry, enriching the lives of autistic individuals and promoting a more inclusive society.
My interests
As a dedicated teacher, my passion for teaching extends to students of all ages, fuelling my commitment to foster lifelong learning and personal growth in every individual I encounter. Whether teaching children, adolescents, or young adults, I find the joy of seeing others thrive in their educational journey immensely rewarding. Outside the classroom, I enjoy physical activity, particularly long-distance running, which fuels my determination and focus. Baseball also holds a special place in my heart, as I am an avid fan of the sport. Music is another passion of mine, cultivated over years of playing the trumpet and composing music. I envision someday incorporating my musical background into my research. I would like to explore the intersections between music and education to enhance learning experiences for autistic students. Additionally, I find solace and entertainment in the world of movies, where storytelling captivates my imagination and sparks new ideas.
Publications
Harvey, W. J., Michaud, M., & Wilkinson, S. (2020). Mixed-methods research. In Justin A. Haegele, Samuel R. Hodge and Deborah R. Shapiro (Eds.), Routledge handbook of adapted physical education (pp. 183–196). Routledge.
Michaud, M., Harvey, W. J., & Bloom, G. A. (2023). A scoping review of mixed methods research about physical activity for children with disabilities. Adapted Physical Activity Quarterly, 40(1), 142–172.
Thurston, R. J., Alexander, D. M., & Michaud, M. (2022). Practical considerations for coaching athletes with learning disabilities and neurodevelopmental disorders. International Sport Coaching Journal, 9(2), 1–8.
Presentations
Harvey, W. J., Michaud, M., & Wilkinson, S. (2018, October 1–3). Describing the challenges of conducting mixed methods research in adapted physical activity [Building session presentation]. North American Federation of Adapted Physical Activity, University of Alberta, Edmonton, Alberta.
Michaud, M., & Harvey, W. J. (2022, March 25–26). Physical activity facilitators and barriers for children with ASD: A proposed scoping review of methods and findings [Conference presentation]. Eastern Canada Sport & Exercise Psychology Symposium, University of Ottawa, Ottawa, Ontario.
Michaud, M., & Harvey, W. J. (2022, October 27–28). Identifying physical activity facilitators and barriers for children with ASD: Implications for practice and research [Conference presentation]. Summit Center for Education, Research, and Training, Montréal, Québec.
Michaud, M., & Harvey, W. J. (2022, October 27–28). Physical activity facilitators and barriers for children with ASD: Scoping review of methods and findings. [Conference presentation]. Sport Canada Research Initiative Conference, Ottawa, Ontario.
Michaud, M., & Harvey, W. J. (2023, October 26–27). Identifying physical education facilitators and barriers for students with autism: Implications for practice and research [Conference presentation]. Summit Center for Education, Research, and Training, Montréal, Québec.
Michaud, M., & Harvey, W. J. (2023, October 26–27). Physical education facilitators and barriers for students with autism: Scoping review of methods and findings. [Conference presentation]. Sport Canada Research Initiative Conference, Ottawa, Ontario.
Michaud, M., Harvey, W. J., & Bloom, G. A. (2021, March 25–26). Challenges in conducting a scoping review on mixed methods research [Conference presentation]. Eastern Canada Sport & Exercise Psychology Symposium, University of Windsor, Windsor, Ontario.
Michaud, M., Harvey, W. J., & Bloom, G. A. (2022, October 11–14). A scoping review of mixed methods research about physical activity for children with disabilities [Conference presentation]. North American Federation of Adapted Physical Activity, Brock University, St. Catharines, ON, Canada.
Amanda Duguay
Hometown
Trois – Rivières
Degrees completed
Double bachelor’s degree in Child Studies and Therapeutic Recreation
Current degree
Masters of Arts in Kinesiology and Physical Education with a focus on Adapted Physical Activity
Funding
Cooke Fellowship in Physical Education
Research interest
My research is focused on investigating the most effective teaching strategies for students with attention-deficit hyperactivity disorder (ADHD) in physical education classes. ADHD is a neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity that affects many students worldwide. These symptoms can significantly impact a student's participation and performance in physical activity which may lead to negative physical activity experiences. Students with ADHD face challenges in physical education classes that can include difficulty following instructions, focusing on tasks, and developing motor skills. These challenges can have a significant impact on their self-esteem, confidence, and overall well-being.
My research aims to investigate the literature surrounding various teaching techniques for children and adolescents with ADHD in the physical education setting. I will conduct a scoping review of the existing literature on the most effective physical education teaching strategies for students with ADHD. Importantly, I will explore how evidence-based practices have been developed to support students with ADHD in a physical education setting. Thus, I hope my research will help researchers and physical education teachers to better understand the needs of students with ADHD in order to develop effective teaching practices that can enhance their participation and performance in physical education. In turn, I hope my research study will provide new insights and recommendations to enhance the learning experiences and outcomes of students with ADHD. Ultimately, the findings of my research will contribute to enhancing the overall experience of all students in physical education, including students with ADHD.
My interests
Double bachelor’s degree in Child Studies and Therapeutic Recreation
Yang Ming Ma
Hometown
Guangzhou, China
Degrees completed
Bsc. Kinesiology, Honors, McGill University
Current degree
M.A. Kinesiology and Physical Education, McGill University
Funding
Head2Core Foundation
Research interest
I am currently a first-year Masters student in adapted physical activity at the CHAMPS physical activity lab. I chose to pursue a research degree in adapted physical activity because of my sport experience. Since I was a track and field student athlete in primary school, I have been sportive and always involved in some types of physical activities (e.g., football, squash, rugby, strength and conditioning training). This experience led me to pursue an undergraduate degree in kinesiology where I learned that adapted physical activity focuses on removing barriers and promoting physical activities for people with disabilities. Adapted physical activity resonates with me because in my Canadian sport experience, I have encountered obstacles coming from cultural and language barriers. These obstacles give me insights on how difficult it can be for a person with disability to participate and enjoy physical activities. As someone who had negative sport experiences, I hope to do something and make physical activity more accessible and enjoyable for everyone.
My current research project focuses on youth with attention-deficit/hyperactivity disorder (ADHD). ADHD is a very common neurodevelopmental disorder that affects many children and adolescents in the world. Due to the effect from impairments associated with the disorder, youth with ADHD experience more barriers to participate and enjoy physical activities compared to their peers without disability. In order to address these barriers and promote physical activity, my research project will include (a) a physical activity and leisure skills needs assessment for youth with ADHD and (b) the creation of an initial framework for a sustainable community physical activity and leisure skill program for youth with ADHD. We will seek the voices of these youth and their significant others to guide the program framework development. I hope this project and my research can contribute to make physical activities more accessible, with long-term benefits!
My interests
Reading, I currently play squash and rugby at a recreation level.
