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

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Physical and Health Education Leadership Seminar

Course Code: SPSC 5492
Faculty: Science & Technology
Department: Sport Science
Credits: 3.0
Semester: 10 weeks
Learning Format: Lecture, Lab, Partially Online
Typically Offered: TBD. Contact Department Chair for more info.
course overview

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

2.3.1.1. Active and empathetic listening

2.3.1.2. Direct communication verbal and written

2.3.1.3. Providing feedback

2.3.2.  Conceptual skills

2.3.3.  Role shifting & perspective taking

2.3.4.  Contexts of leadership

2.3.4.1. Classroom/Gymnasium

2.3.4.2. School/Extra-curricular/School-wide

2.3.4.3. District

2.3.4.4. Home (parents)

2.3.4.5. Online

2.3.5.  Tasks of school-based leadership

2.3.5.1. Facilitating/team building

2.3.5.2. Vision setting

2.3.5.3. Event planning/organizing

2.3.5.4. Problem solving

2.3.5.5. Resource managing

2.3.5.6. Conflict resolution

2.3.5.7. 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

3.2.6.1. Built

3.2.6.2. 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:

6.1.4.1. Inclusive practice

6.1.4.2. Social capital implications of sport-centric intramurals

6.1.4.3. 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

Methods of Instruction

Lectures

Peer-led Seminar

Discussion Groups

Partially Online

-          Inquiry-based

-          Discussion groups

-          Read/Respond

Guest Speakers

Small-group

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.

course prerequisites

Enrolment in the Graduate Diploma in Physical and Health Education.

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.

assessments

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