Physical and Health Education Leadership Seminar

Science & Technology
Sport Science
Course Code
SPSC 5492
Semester Length
10 weeks
Max Class Size
Method(s) Of Instruction
Typically Offered
To be determined


Course Description
This course combines student and instructor-led seminars to explore the role of the physical and health educator in the context of a comprehensive school health model. The comprehensive school health model advocates for integrated student-health curriculum and extra-curricular planning targeting both physical and health education. Topics include a theoretical basis for leadership action, practical tools of leadership and an emphasis on personal areas for growth and influence in the work context.
Course Content

1. Leadership definitions and models

1.1.   Sustainable leadership

1.2.   Situational leadership

1.3.   Followership


2. Theoretical and practical foundations of leadership studies

2.1.   The role of values

2.2.   Drivers

2.2.1.  Emotional intelligence

2.2.2.  Critical thinking

2.2.3.  Reflective process

2.2.4.  Energy management

2.3.   Competencies

2.3.1.  Communication Active and empathetic listening Direct communication verbal and written Providing feedback

2.3.2.  Conceptual skills

2.3.3.  Role shifting & perspective taking

2.3.4.  Contexts of leadership Classroom/Gymnasium School/Extra-curricular/School-wide District Home (parents) Online

2.3.5.  Tasks of school-based leadership Facilitating/team building Vision setting Event planning/organizing Problem solving Resource managing Conflict resolution Managing others


3. Comprehensive school health models

3.1.   Models

3.1.1.  PHE Canada – “Health Promoting Schools”

3.1.2.  DASH BC – “Action Schools BC!” and “Comprehensive School Health

3.2.   Framework elements

3.2.1.  Curriculum

3.2.2.  Programs and events

3.2.3.  Healthy school policy

3.2.4.  Teaching and learning programs

3.2.5.  Social environment

3.2.6.  Physical environment Built Organic


The following is a sample of leadership topics or challenges that may or may not be addressed based on student and instructor foci for seminars:

4. Curriculum change and implementation

4.1.   Change management

4.2.   Facilitation skills

4.3.   Localization principle

4.4.   Implementation theory: Fidelity/Mutual adaptation/Enactment


5. School health programs

5.1.   Healthy eating

5.2.   Risky choices and behavior

5.3.   Mental health issues in schools


6. Physical activity (extra-curricular) issues

6.1.   Programs:

6.1.1.  Before school programs

6.1.2.  Remedial physical literacy programs

6.1.3.  School clubs and teams

6.1.4.  Intramural programs: Inclusive practice Social capital implications of sport-centric intramurals Student-led vs teacher lead

6.2.   Cross program considerations

6.2.1.  Purchasing and maintenaning equipment

6.2.2.  Risk management

6.2.3.  Student travel

6.2.4.  Officiating

6.2.5.  Facilities

6.2.6.  Security

6.2.7.  Public relations

6.2.8.  Volunteers

6.2.9.  Student leaders

6.2.10.  Coaching qualifications

6.2.11.   Sponsorship/fundraising

6.2.12.   Awards

6.2.13.   Inclusive practices

6.2.14.   Budgets

6.2.15.   Evaluation


7. School sport issues and concerns

7.1.   Legal liability

7.2.   Violence

7.3.   Social capital

7.4.   Student behaviour

7.5.   Inclusive practice

7.6.   Eligibility


8. Selection and organization of school sports leagues and tournaments:

8.1.   Matching student leagues and tournaments to the students needs eg: primary, intermediate, secondary.

8.2.   Planning, organization and conduct of selected leagues, and tournaments including:

8.2.1.  Single elimination tournament

8.2.2.  Double elimination tournament

8.2.3.  Round robin tournament

8.2.4.  Extended tournaments eg: ladder, pyramid

8.2.5.  Seeding and byes

8.2.6.  Tiebreaking procedures

Learning Activities


Peer-led Seminar

Discussion Groups

Partially Online

-          Inquiry-based

-          Discussion groups

-          Read/Respond

Guest Speakers


Means of Assessment

Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation may include the following:

Seminar Participation and Preparation 0-20%
Book or article reviews  0-35%
Leadership Journal 0-35%
Leadership activity plan 0-35%
Leadership interviews 0-20%
Total  100%
Learning Outcomes

Upon completion of this course, students will be able to:

  1. Describe the sub-contexts of leadership in school-settings,
  2. Define sustainable leadership in school-settings,
  3. Describe the individual drivers of sustainable leadership,
  4. Describe core competencies of sustainable leadership, and
  5. Demonstrate small-group facilitation skills that contribute to sustainable leadership.
Textbook Materials

Consult the Douglas College Bookstore for the latest required textbooks and materials.

  1. A list of recommended textbooks and materials is provided on the Instructor's Course Outline. Course outlines are available to students at the beginning of each semester.
  2. Students will require internet access to participate in this course.



Enrolment in the Graduate Diploma in Physical and Health Education.


No corequisite courses.


No equivalent courses.

Course Guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.

Course Transfers

These are for current course guidelines only. For a full list of archived courses please see

Institution Transfer Details for SPSC 5492
There are no applicable transfer credits for this course.

Course Offerings

Winter 2023