Step 1: Establish a Committee

In Step 1 you are guided through the process of establishing your intramural committee, with information about support tools and tips about what to consider when establishing your committee. By the end of Step 1, you will have established a team of staff and students who represent the diversity of your school community. Each team member is recruited based on their commitment to working together to organize and run events or activities that provide opportunities for all students to be engaged in the school during non-instructional time.

Please note that the Raise the Bar Intramural Program should be adapted, as necessary, to ensure compliance with current public health recommendations on COVID-19 as well as school board policies and procedures.

Key components to consider at this stage of the process:

Determining the makeup of your intramural committee

  • Confirming support of administration before establishing the committee is vital for program success. An administrator may also be included as one of the committee members helping to make connections to other wellness programs running in the school or to your school goals.
  • Determine the size of the committee you will need to run your program. It should be large enough to sustain the program based on the size of your school, the number of activities you think would be feasible to organize, and the availability of staff, administration, volunteers, and student leaders during the times the event or activity might be scheduled to occur. Consider a committee of 5–15 members that includes 1–3 other staff and enough student leaders to share the work and ownership of the program. Consult the Intramural Activity Roles and Responsibilities Sample for a list of potential roles and responsibilities of committee members.
  • Consider who you will need to recruit to be part of your intramural committee. An ideal committee structure includes enough staff to share the work so it is not overly demanding for any one person. You also need student leaders who reflect the diversity of the student population, so all students within the school community have a voice and representation on the committee.
  • Consider varying ages, gender diversity, cultural diversity, older students who have leadership skills, and younger students who would benefit from developing leadership skills. Student diversity and student leadership are key factors not only in running a successful event or activity, but also for the overall sustainability of your intramural program.
  • In some secondary settings the opportunity may exist to incorporate senior students from the Recreation and Healthy Active Living Leadership course (PLF4M). This will help these students achieve the following course expectations in an appropriate context.
    • A1. Demonstrate an understanding of the concept of leadership and of the attributes, skills, and styles needed to be an effective leader (A1.1, A1.2, A1.3)
    • A2. Demonstrate leadership skills in a variety of contexts related to healthy, active living (A2.1, A2.2, A2.3, A2.4, A2.5)
    • A3. Demonstrate an understanding of group dynamics and apply teamwork skills in a variety of contexts related to healthy, active living (A3.4)
  • In an elementary setting, the opportunity may exist to work with student leaders from other leadership programs that currently exist or have existed in the school in the past. Links to the Elementary Health and Physical Education curriculum expectations may also be made through the Social and Emotional Learning (SEL) strand. Student leadership is a great vehicle to support students in developing key skills such as identification and management of emotions, stress management and coping, positive motivation and perseverance, healthy relationships, self-awareness and sense of identity, critical and creative thinking. These are all part of the SEL strand.
  • Although educators are responsible for the overall organization of the program, it is important that students take ownership for the program. Having student leaders adopt a variety of roles and responsibilities helps reduce the demands on educators, which is important for the sustainability of the program. Consider approaching 1–2 other staff who might play a supporting role helping to support student leaders. This is particularly important at an elementary school level when students are just beginning to develop their leadership skills (e.g., teamwork, social skills, organization, officiating, and modeling inclusion) and will need more support.
  • When recruiting other staff or committee members make sure that roles and responsibilities expected of them are doable and not too time consuming (i.e., enough people to share the supervision of the intramural activities).
  • Consider inviting other individuals who may be available to help organize the event, activity, or program such as members of school councils, parents, family members, caregivers, or community partners.

Assembling your intramural committee

  • Determine the optimum time for selecting members and forming your committee. Consider completing this selection process in June so the committee is in place for start-up the following September.
  • Decide on your selection process. This process might include a “call out” for interested participants via the school’s communication platforms such as the daily announcements, school website, or school newsletter.
  • Decide if you will make an open invitation to anyone who is interested or if an application and/or interview process will work best. The level of interest and the number of students needed to plan and run the intramural program are some of the determining factors in deciding on the selection process. You may have to actively recruit members depending on student interest and committee needs.
  • Determine the criteria for your selection process with respect to ages and grades, good representation of the diversity of interests, skills, and student groups in your school, and availability during the scheduled time for the events or activities. Consider how older students may be mentors to younger students or returning committee members may guide new members. You may also want to consider selecting students who are not already overly scheduled leading other school activities or playing on school teams.
  • Determine the time and frequency of meetings (e.g., Mondays during the first half of lunch or nutrition break). It is important to have regular gatherings and a standard time and place so that potential committee members can make a commitment to regular attendance.
  • Determine the key actions of the committee:
    • Call or attend meetings
    • Take meeting minutes
    • Administer surveys to the student body and collate surveys to determine student interest and needs (this will give information about the types of intramurals offered and when to offer them)
    • Work together to create an intramural action plan
    • Adopt roles and responsibilities to help deliver intramurals (e.g., officiating, supervising, planning, set-up, cleanup, making teams etc.)
    • Promote participation in intramurals through school social media platforms and in various locations around the school
  • Consider how your committee might connect with other committees in the school such as a Healthy Schools Team or other student-led committees. This would be beneficial for shared goal setting, opportunities for collaboration, and shared work.
  • It is important to be flexible with the committee makeup. The committee will need to evolve to accommodate new members who replace those that graduate or step down from the committee, or you may need to add members as the program grows.

Tools and Resources

Please Note: If you are using a mobile device, you may require an app such as Google Docs, Google Drive or Word in order to view the documents.

Frequently Asked Questions

Still have Questions? Visit the Frequently Asked Questions section!

Frequently Asked Questions