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

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Curriculum Issues: Physical and Health Education

Course Code: SPSC 5499
Faculty: Science & Technology
Department: Sport Science
Credits: 3.0
Semester: 10 weeks
Learning Format: Lecture, Lab, Practicum, Partially Online
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This course covers curriculum theory and implementation in health and physical education. In addition to the practical concerns of planning, assessment, teaching and learning in physical and health education, curriculum is viewed through lenses of gender, race-relations, dis/ability, inclusion, and colonization to better understand the construction of body image, confidence, and social and physical capital.

Course Content

1.      Understanding Curriculum

1.1.    Curriculum theory introduction

1.2.    Critical and technical traditions

1.3.    Societal/public sphere influence on curriculum

1.3.1. Policy

1.3.2. Public sphere trends

1.4.    Intended/written/formal curriculum

1.4.1. BC Government K-9 physical and health education curriculum

1.4.2. BC Government physical activity policy – is it curriculum?

1.4.3. Curriculum implementation theory

1.4.3.1.              Fidelity

1.4.3.2.              Mutual adaptation

1.4.3.3.              Enactment

1.5.    Taught Curriculum

1.5.1. Teacher identity

1.5.1.1.              Role of values

1.5.1.2.              Imprinting and reproduction

1.5.1.3.              Developing a critical stance

1.5.1.4.              Praxis

1.5.2. Concept of pedagogical tools

1.5.3. Dynamic systems introduction

1.6.    Experienced/lived curriculum

1.7.    Null curriculum

1.8.    Hidden curriculum

1.9.    Embodied curriculum

2.       Practical curriculum considerations: Annual planning

2.1.    Annual planning

2.1.1. Sport model

2.1.2. TGfU model

2.1.3. Personal fitness/master model

2.2.    School-based scheduling

2.3.    Seasonal considerations

2.4.    Annual planning formats

2.5.    Planning resource

 

3.       Practical curriculum considerations: Unit and lesson planning considerations

3.1.    Theoretical/philosophical considerations of the planning process

3.1.1. Pre-assessment

3.1.2. Planning for iterative learning

3.1.3. Constraints-led pedagogy introduction

3.2.    Applied lenses for planning and lesson analysis

3.2.1. Personal and social responsibility

3.2.2. Developmentally appropriate activities

3.2.3. Inclusion of students across differences

4.      Practical curriculum considerations: Assessment, evaluation and reporting

4.1.    Ministry and district requirements

4.2.    Assessment of, for, and as learning definitions

4.3.    Authentic assessment definition

4.4.    Managing assessment – outdoor, gymnasium

4.5.    Assessment techniques and tools

4.5.1. Informal feedback – “positive specific feedback”

4.5.2. Skill and fitness testing

4.5.3. Observation – direct and video

4.5.4. Worksheets

4.5.5. Rubrics

4.5.6. Checklists

4.5.7. Technology assisted assessment

4.6.    Assessment domains

4.6.1. Affective

4.6.1.1.    Measuring attitudes

4.6.1.2.    Personal and social responsibility

4.6.2. Motor abilities/skills

4.6.3. Health/fitness

4.6.4. Cognitive

4.7.    Reporting

4.7.1. District requirements

4.7.2. Issues and opportunities

                                                  

5.      Curriculum issues:

The core concepts and issues below will help students analyze curriculum using a critical stance. Students will attempt to answer the question, "Who gains in our current system of physical and health education?”

5.1.    Core concepts for exploring curriculum issues

5.1.1. Critical stance

5.1.2. Critical reflection

5.1.3. Critical thinking

5.1.4. Role-shifting

5.1.5. Social capital

5.1.6. Physical capital

5.2.    Curriculum issues:

5.2.1. Gender and sexual diversity

5.2.1.1.   Segregated physical education

5.2.1.2.   Sexuality and culture norms

5.2.2. Exergaming and digital technologies

5.2.3. Race, ethnicity and the multicultural ethos

5.2.4. Indigenous considerations and culturally responsive teaching

5.2.5. Ableism and inclusion

5.2.6. Body culture and social construction of bodies

5.2.7. Teaching in rural and isolated settings

Methods of Instruction

Lectures

Discussion Groups

Field Observation

Interviews

Peer- and Teacher-led Seminar

Partially Online

Guest Speakers

Inquiry-based

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/presentation 0-25%
Journal(s) 0-30%
Article or book reviews 0-30%
Field observations, interviews/analysis 0-40%
Curriculum vision assignment 0-30%
Total  100%

Learning Outcomes

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

  1. Analyze lessons in relation to the British Columbia K-9 Physical and Health Education curriculum;
  2. Apply curriculum models to the teaching and learning process in physical education;
  3. Distinguish between the intended/written, taught, experience, null, hidden and embodied curricula;
  4. Critically articulate how gender, race, class and/or family context impact physical education curriculum, pedagogy and student experience;
  5. Research student experience in physical education in order to influence future teaching;
  6. Define and distinguish the concepts of  “critical stance” and “critical thinking;”
  7. Critically reflect on one’s own practice in relation to specific curriculum issues; and
  8. Relate inclusive practice and exclusion to the issue of ableism and/or healthism.

course prerequisites

Enrolment in Graduate Diploma 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.