This course explores issues impacting PE curriculum from the macro and micro level. At the macro level social, political, and economic dynamics influencing physical education curriculum are considered in relation to National and Provincial K-12 curricular mandates. At a micro level, issues related to curricular planning and implementation at the Board, School, and classroom levels are explored. A process of critical analysis will be used to enable students to consider the complex issues impacting PE curriculum and coaching.
Module 1. Understanding Curriculum
- Curriculum foundations
- National and provincial social, political, and economic contexts influencing physical education, education philosophy, aims, and mandates
- National and Provincial physical education curricular initiatives, mandates, and standards
- A case for Daily Quality Physical Education (QDPE)
- The aims and goals of physical education expressed in British Columbia
- Health promotion and disease prevention
- Life-long activity
- Developing inclusive and rewarding learning environments
- Gender considerations
- Planning for inclusion
- Culturally responsive physical education
- Age and developmental considerations
- BC IRP / BC K-12 documents
- Curriculum design and implementation plan
- Physical Education Curriculum Models:
- Review of multiple models covered in 4199
- Understanding models in context (e.g., Reflective of philosophy and responsive to social conditions)
Module 2. Curriculum & Pedagogy
- Teacher identity and biography as an impact on curriculum
- Student identity and biography in curriculum
- Values and curriculum
- Pedagogical work done by physical education
- Curriculum inquiry approach
Module 3. Issues impacting curriculum and planning
- Gender and physical education curriculum
- Physical education and social norms of masculinity
- Physical education and social norms of femininity
- Contemporary youth culture and physical education
- Physical literacy and young people
- Technology and the impact on physical education curriculum
- Race/ethnicity and physical education curriculum
- Diversity in physical education curriculum
- Culturally responsive physical education curriculum
- Competition & cooperation in physical education
- The role of competition and cooperation in schools
- The role, aims, and purposes of physical education
- Curricular mandates and interests
- Physical education curriculum and the body
- The social construction of bodies
- Physical education and regimes of the body
- Sexuality and physical education curriculum
- Heteronormativity and homophobia
- Same-sex and co-ed physical education
- The role of dance in physical education
- Assessment in physical education curriculum
- Assessing performance, participation, and improvement
- Assessment as a teaching and curricular tool
- Assessment strategies and techniques
- Ability and physical education curriculum
- The social construction of dis/ability
- Inclusive physical education
- Teaching in rural and isolated settings
- Constraints impacting equipment, professional development, support
Module 4. Educational Research
- Research, reflection, and curricular planning
- Qualitative research methods: Observation, interview, and document analysis
- Reflecting on research and practice
- Analysis and synthesis
- Integrating research from multiple sources
- Physical education planning based on curricular research
Module 5. Communication
- Dialogue, debate, & facilitation
- Clarity of expression in oral and written form
- Active listening in small and large group settings (curricular dialogue)
- Facilitation of deep and critical dialogue
- Critical inquiry of the macro & micro dynamics influencing curriculum and its teaching
- Disagreement and debate
- Advocacy for physical education and coaching that
Module 6. Advocacy
- “What”, “why” and “how” of physical education / coaching advocacy
- What type of physical education and coaching curriculum is being advocated
- Whose interests are served/and not served?
- The role of advocacy
- Who can be advocates (teachers/coaches/students)
Methods of Instruction
- Small and large group discussion
- Case approach
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.
The following is presented as an example assessment format for this course:
|Critical reflection journal
|Curricular issues seminar leader
|Curriculum inquiry research project
Upon completion of the course students will be able to:
- Compare and contrast multiple curriculum models with the aim of highlighting their key strengths and weaknesses.
- Critically discuss the BC K-7 and BC 8-12 formal Physical Education Curriculums as represented in the Integrated Resource Packages and in relation to social, political, and economic contexts.
- Articulate the relationship between physical educational philosophy, formal and lived curriculum as expressed in BC and individual teaching/coaching practice.
- Demonstrate the ability to critically reflect on and discuss the role social, economic, and cultural dynamics play in curricular expression at the provincial, school board, school, and classroom level.
- Demonstrate an understanding of the impact of macro and micro dynamics on extra, co-curricular, and informal learning spaces such as, intramurals and interscholastic activities.
- Demonstrate skills of summary, synthesis and integration using various written and oral means.
- Engage in, contribute to, and facilitate, deep analysis of research regarding PE curriculum to explore issues that may impact it or contribute to inequities, marginalization, or social injustice).
- Demonstrate an understanding of promoting inclusive physical education that responds to the interests and needs of all students and athletes.
- Use qualitative research methods to explore and critically examine a variety of curricular topics.
60 credits, including SPSC 2205 and SPSC 2210 and ENGL 1130 and (SPSC 3158 or SPSC 3399)
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.
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.