Lecture: 2 hours/week
Seminar: 2 hours/week
OR
Hybrid: 2 hours/week in class; 2 hours/week online
- Seminar
- Small and large group discussion (in-class and online)
- Lecture
- Case study
- Mini-talk recorded videos
- Asynchronous discussion boards
Course Content
1. Understanding curriculum
1.1. History and perspectives of curriculum (social efficiency, progressive reform, reconceptualization, as process of broader contexts)
1.2. Curricular settings (e.g., school, coaching, personal training, kinesiology)
2. Curriculum terms and types
2.1. Formal curriculum
2.2. Informal curriculum
2.3. Planned curriculum
2.4. Lived curriculum
2.5. Learned curriculum
2.6. Hidden curriculum
2.7. Null curriculum
3. Contexts influencing curriculum settings
3.1. Social and cultural
3.2. Political
3.3. Economic
4. Theories and perspectives informing curriculum interpretation, analysis and enactment
4.1. Post structuralism
4.2. Cultural studies
4.3. Critical theory
4.4. Feminist theories
4.5. Phenomenology
4.6. Critical race theory
5. Pedagogy and curriculum
5.1. Theories
5.1.1. Critical pedagogies
5.1.2. Feminist pedagogies
5.1.3. Culturally relevant pedagogies
5.2. Pedagogical work and curriculum
6. Identity and curriculum
6.1. Professional identity and curriculum
6.2. Theories of identity formation
6.3. Learner identity and curriculum
7. Physical and health literacies
7.1. Societal ideologies infusing PHE curriculum
7.2. Situated in contemporary formal PHE curriculum
7.3. Varied interpretations and uses in coaching, personal training and kinesiology
8. Curriculum models
8.1. Teaching games for understanding (TGfU)
8.2. Teaching personal and social responsibility (TPSR)
8.3. Sport-Education
8.4. Cooperative learning
8.5. Movement-education
8.6. Health-based education
8.7. Adventure-education
8.8. Personalized system for instruction
9. Gender and PHE curriculum
9.1. Social construction of gender
9.2. Gender identity and performativity
9.3. Feminist theories
10. Sexual orientation and PHE curriculum
10.1. Heteronormativity
10.2. Queer theory
11. The body and curriculum
11.1. Social construction of bodies
11.2. Healthism
11.3. Weight-based oppression
11.4. Fat phobia
11.5. Physical capital
12. Assessment and curriculum
12.1. Types (e.g., formative and summative)
12.2. Role of assessment in curriculum
12.3. Implications of assessment
12.4. Authentic assessment
12.5. Assessment tools (e.g., rubrics, checklists)
12.6. Assessment methods, strategies and implications
13. Technology and curriculum
13.1. Digital tools and implications for curriculum
13.2. Critical perspectives of digital devices (e.g., wearables, apps)
13.3. Digital health technologies
13.4. Policies and ethics in educational settings
14. Ability and curriculum
14.1. Social construction of ability (dis/ability)
14.2. Inclusive physical education
14.3. Universal design for learning (UDL) and differentiated instruction (DI)
14.4. Ableism
15. Race, ethnicity, indigeneity and curriculum
15.1. Culturally relevant pedagogy
16. Social class and curriculum
16.1. Power and privilege
16.2. Bourdieu's theory of capital (economic, social, cultural) and habitus
17. Contemporary issues impacting local PHE curriculum (e.g., youth culture, urban or rural settings, aging population)
18. Research literacy
18.1. Qualitative research methods
18.1.1. Participant observations
18.1.2. Semi-structured interviews
18.1.3. Autoethnography
18.1.4. Document analysis
18.2. Data analysis, interpretation and discussion
18.3. Synthesis across research studies
19. Critical reflection and communication
19.1. Dialogue and debate
19.2. Facilitation of discussion
19.3. Active listening
19.4. Critical reflection
19.5. Oral and written expression
Upon completion of the course, the successful student will be able to:
- Discuss and interpret the BC K-12 formal Physical and Health Education (PHE) curriculum in relation to social, political, and economic contexts.
- Identify and critically discuss contemporary curricular and pedagogical issues occuring in informal physical and health education settings such as coaching, kinesiology, and personal training.
- Articulate and apply curricular and pedagogical theories, terms, and concepts in teaching, coaching and other health-related professional settings.
- Compare and contrast multiple curriculum models with the aim of highlighting strengths, limitations and considerations.
- Demonstrate literacy skills of summary, synthesis, analysis, and application using varied written, visual, and oral means.
- Analyze and interpret educational research which explores contemporary curricular issues impacting PHE, coaching or health-related professions to address inequities, marginalization, or social injustice.
- Identify challenges as well as means for promoting inclusive physical and health education, coaching or health-related educational environments in ways that respond to the interests and needs of all students, athletes, or clients.
- Apply qualitative research methods (e.g., interview, observation and case study) to critically explore a variety curricular issues.
Evaluation will be carried out in accordance with the Douglas College Evaluation Policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will include the following:
Seminar preparation and facilitation 20-30%
Curricular vision final project 20-30%
Critical reflection journal or blog 15-35%
Article summary and reaction writing 10-20%
Curricular interview or case study 0-20%
Contribution and professionalism 5-15%
Consult the Douglas College Bookstore for the latest required textbooks and materials. Example textbooks and materials may include:
- Research-based journal articles available through the Douglas College Library (online)
- Robinson and Randall (2016). Social justice in physical education: Critical reflections and pedagogies for change. Canadian Scholars Press.
- Provincial and National curricular documents available as public access (e.g., BC Ministry of Education website)