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Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

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Foundations in Physical Education, Recreation, & Coaching

Course Code: SPSC 2210
Faculty: Science & Technology
Department: Sport Science
Credits: 3.0
Semester: 15 weeks
Learning Format: Lecture, Seminar
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This course presents a number of key concepts, issues, and topics related to the fields of physical education, recreation, and coaching. Topics include: the role of physical education, recreation, and coaching in today’s society; the delivery of physical education, recreation, and coaching services; and the issues, trends, and professional practices related to physical education, recreation, and coaching. Also, linkages between physical education, recreation, and coaching practices that promote physical literacy to youth, adults, and seniors will be analyzed.

Course Content

Physical Education Content

Module 1 – Role of Physical Education

  • Goals for physical education
    • Purpose of PE
    • Prescribed Learning Outcomes
    • Student centred, teacher driven
    • School-based
    • Community-based

Module 2 – Teaching for learning within physical education

  • Teaching
    • The art of teaching
    • The science of teaching
    • Improving teaching
    • Developing teaching expertise
    • Determining how students learn – checking for understanding/learning

Module 3 – Creating the learning environment

  • Planning for
    • Relationship building
    • Goal setting
    • Student inclusion
    • Managing the learning environment
    • Assessment

Module 4 – Future of physical education

  • Factors to consider
    • Social trends and issues
    • Future scenarios

Recreation Content

Module 1 – Role of recreation

  • Goals for recreation
    • Canadian context: historical and present day
    • British Columbia context: historical and present day
    • Outdoors – parks and fields – multipurpose users
    • Leisure and lifestyle across the lifespan – multipurpose users

Module 2 – Provision of recreation services

  • Leadership within recreation
    • Planning and administrative skills
      • Scheduling various recreation programs
      • Personnel management
    • Facility planning and usage
      • Facilities management
      • Equipment management
    • Marketing and promoting recreation programs and services
    • Meeting the needs of public, commercial, voluntary, and non-profit users
    • Leading within culturally diverse communities

Module 3 – Recreation programming

  • Planning to meet community needs
    • Youth, adults, and seniors
    • Community cultural diversity
    • Community sport, games, fitness, health, and leisure
    • School-based needs

Module 4 – Future of recreation

  • Factors to consider
    • Social trends and issues
    • Future scenarios

Coaching Content

Module 1 – Making ethical decisions

  • Apply a 6-step ethical decision-making process
    • Step 1: Establish the facts in a situation
    • Step 2: Decide whether the situation involves legal or ethical issues
    • Step 3: Identify your options
    • Step 4: Evaluate your options
    • Step 5: Choose the best option
    • Step 6: Implement your decision

Module 2 – Planning a practice

  • Create practice plans that answer the following questions:
    • What are the logistics of my practice?
    • Who are my athletes?
    • What are the safety risks, and how should I prepare for them?
    • What am I trying to accomplish with my practice?
    • How am I going to organize by practice?
    • How will I deliver my practice?
    • What abilities and skills does my sport require?

Module 3 – Nutrition

  • Help athletes maintain good dietary habits
    • Provide general information on nutrition
    • Eat well before, during, and after activity
    • Keep athletes and their parents informed

Module 4 – Teaching and learning

  • Differentiate between teaching and learning:
    • Define learning and identify different learning styles
    • Steps in effective teaching
      • Step 1: Organization and Set-up
      • Step 2: Explanations and Demonstrations
      • Step 3: Observation
      • Step 4: Intervention and Feedback
      • Step 5: Effects of the Feedback
    • Use assessment tools to help coaches create conditions favourable for learning

Module 5 – Design a basic sport program

  • Create a sport program based on training and competition requirements:
    • Know your athletes and your program
    • Analyze your program to plan for the season as it relates to the LTAD
    • Set training objectives based on abilities and skills of the sport
    • Create practice sessions to meet the training objectives
    • Reflect on the program/sport season

Module 6 – Basic mental skills

  • Identify and plan for inclusion of different mental skills:
    • Attentional control
    • Emotional control
    • Goal setting

Physical Education, Recreation, and Coaching Interdisciplinary Content

Module 1 – Canadian Sport for Life (CS4L)

  • Physical Literacy
    • Physical Education
    • Recreation
    • Coaching

Module 2 – Leadership Roles

  • Leadership for cultural sensitivity, diversity, and inclusion
    • Physical Education
    • Recreation
    • Coaching

Module 3 – Planning

  • Activity management and pedagogical considerations
    • Physical Education
    • Recreation
    • Coaching

Module 4 – Interview and reporting skills

  • Develop and refine skills
    • Conducting interviews: oral, written, and physical (i.e., body language) communication skills
    • Creating questions
    • Presenting/summarizing information
    • Creating concept maps
    • Attending conferences and clinics to obtain and upgrade professional qualifications

Methods of Instruction

  • Lecture
  • Discussion groups
  • Practical application
  • Field observation and/or video observation
  • Self-study via print or online materials
  • Reading assignments
  • Online discussion groups

Means of Assessment

The selection of evaluation tools for this course is based upon adherence to Douglas College evaluation policy regarding number and weighing of evaluations. For example, a course of three credits or more should have at least three separate evaluations.

A sample assessment for this course:

PE, recreation, and coaching plans up to 30%
Quizzes, midterms, and/or exams up to 30%
Individual and/or group projects up to 30%
Career research plan up to 30%

Learning Outcomes

The learner has reliably demonstrated the ability to:

  1. Observe and interview service providers (physical education teacher, recreation leader, and/or coach) and reflect on their role in promoting physical literacy and community development.
  2. Create sport, game, fitness, and health activities (i.e., lesson plans, recreation programs, unit and season plans) to meet the needs of various interest groups (i.e., community, regional, and provincial).
  3. Critically analyze concepts and issues pertaining to physical education, recreation, and coaching.
  4. Integrate the concept of physical literacy into the role of physical education, recreation, and coaching.
  5. Formulate a concept map for achieving either a personal and/or a professional goal related to physical education, recreation, or coaching.

course prerequisites

SPSC 1105, SPSC 1103

curriculum 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 schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.


If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.