This course is the first half of the human cadaveric anatomy experience for students in the KPE program. Students will explore gross anatomy of the thoracic, abdominal, pelvic and nervous systems with focus on the structure, function, innervation and blood supply. Students will be introduced to implications of function and dysfunction or disease within these systems. Students will learn through theory and practice including in-class lectures, asynchronous learning modules and digital resources, active learning tasks and hands-on practice in the anatomy laboratory.

This course is the second half of the human cadaveric anatomy experience for students in the KPE program. Students will explore musculoskeletal anatomy, including in depth investigation of the upper and lower limb bones, joints, ligaments, muscles, blood and nerve supply. Functional application of musculoskeletal anatomy with respect to movement will be introduced with real-life examples of exercise, injury and disease. Students will learn through theory and practice including in-class lectures, asynchronous learning modules and digital resources, active learning tasks and hands-on practice in the anatomy laboratory.

This course is an invitation and introduction to the social study of kinesiology, physical education, sport, health, the body and bodies, etc. The goal is to explore and discuss society and culture, particularly as it is stratified along lines of ability, race, gender, class, and sexuality, and to study social issues in kinesiology like violence and performance enhancing drugs. Overall, students are encouraged to use course concepts in developing their own assessments of the social world of kinesiology and physical education.

This is an introductory level course that will aid students’ familiarisation with psychological concepts and applications in sport, exercise, and health settings. This course will introduce students to some of the core topics, underlying theories and basic psychological skills within the area of sport, exercise, and health psychology. Throughout the course, emphasis will be placed on practical familiarisation with the basic psychological concepts common to both sporting and exercise contexts.

This is an inter-disciplinary course introducing biomechanics and neuro-motor behaviour. It describes how humans control the position and movement of their bodies in the gravitational field of earth given the laws of motion and an understanding of how muscles generate force. This includes systems for description, measurement and development of healthy posture, movements, flexibility, and stability; and uses squatting (stance) and walking (gait) as examples of basic movements with which to explore these concepts. The central role of the nervous system in sensation, perception, and the control of motor behaviour, along with introductory principles of motor learning and motor development are also considered. This course will be integrated with KPE182H1.

An introduction to the components of physical fitness and fitness itself from physiological, behavioural and physical culture points of view. Strength, endurance, flexibility and speed will be examined from their biological basis, their importance to human movement and how each of these components can be altered with appropriate training. 

This course focuses on the central role of physical activity in combination with other lifestyle choices including nutrition, substance use, sexual practices, the use of health care services, and so on in determining health. The inter-relationships among lifestyle choices and between them and the most common major health disorders are explored, with consideration of the social context in which these choices are made. In addition to physical activity, sedentarism and fitness, topics covered include: nutrition; immunity and infectious disease; substance use and abuse; cardiovascular diseases; cancer; mental health and disorders; sleep; trauma; environmental health and health care/self-care practices. The course will use students’ lifestyles on and off campus as examples of ways in which physical activity and other determinants of health are affected by personal choices; this includes consideration of the many formal and informal opportunities for physical activity that exist on campus.

Students will apply their knowledge of biomechanics, motor learning, psychology and exercise science to practical settings. Through the investigation of joint range of motion, fitness, stability, and various types of feedback, students will develop the skills needed to observe and critically evaluate movement patterns that commonly occur in sport, clinical, workplace and recreational settings, and to design and implement relevant exercise sessions. Students will also be encouraged to develop self-awareness of their own fitness and movement patterns.

Inquiry is the process of trying to come to an understanding about a problem, an issue or a phenomenon. In this course students develop the foundational skills necessary to critically consider and challenge the ways in which questions and problems are formulated, the purpose and use of research, and the manner in which conclusions are reached, and used, across the range of fields of inquiry in Kinesiology. Particular attention is given to experiential learning processes to generate robust understandings of the philosophical foundation of research as a way to understand how modes of inquiry are shaped and undertaken.

This course examines the study of physical culture alongside social theories to examine the ways in which physical culture and kinesiology are organized and experienced. Attention is given to how physical culture studies can provide answers to questions such as; what does it means to engage in physical culture and kinesiology in societies structured by power relations that privilege some people and forms of knowledge, while forming the bases of injustice and exclusion for others? A range of sociological, philosophical, humanities and cultural theories are used to illustrate how physical culture and kinesiology are affected by historical, political and social structures, which can reproduce hegemonic systems based on gender normativity, colonialism, racism, capitalism, neoliberalism, speciesism, ecocide, and scientization. We will discuss ways in which these hegemonic systems can be resisted and challenged to open up spaces for reflexivity, freedom and social transformation in physical culture, sport and kinesiology.

Psychosocial domains of human development and optimal functioning over the lifespan are considered in this course. Developmental psychology, positive psychology, health psychology, behavioural medicine, and performance psychology theory and research provide students with foundational knowledge and lifelong skills for personal growth and development, and for diverse roles as kinesiology graduates. Theories of psychosocial development and behaviour change provide frameworks for exploring topics such as health and wellbeing, resilience, love, relationships, enjoyment, meaning and fulfillment, flourishing, happiness, personal growth, and positive aspects of human functioning. Students will be encouraged to think how psychosocial development, personal experiences, culture, and physical activity influence health and well-being across the lifespan.

This course will explore Indigenous and Black histories and experiences in Canada before and after colonization, highlighting remarkable triumphs and legacies amidst enduring, oppressive practices. The past and current impact of these histories on people, relationships, health sciences practices and the environment as related to health and physical activity will be examined. Drawing on diverse knowledge practices, this course will advance a basis for understanding how the intersections of histories, health and physical activity might support holistic healing, improved relationships and opportunities for a healthier (environmentally, physically, mentally, spiritually) society. Students will be encouraged to reflect on strategies to achieve these goals in health and physical activity settings. Course topics as related to health and physical activity may include: Indigenous and Black leaders and innovation; self-determination; intersectionality and impact of oppressive, racist practices on diverse identities; scientific racism; impact of residential schools on Indigenous Peoples, history of science and technology, and practices for reconciliation.

Shaped by societal, generational and technological influences, as we look ahead to a post-pandemic world, the workplace is rapidly changing around us, and the field of kinesiology and related professions is no exception. In this introductory course, students will be introduced to the diverse career paths of BKin graduates. Workplace trends and expected future workplace literacies will be critiqued and applied to kinesiology, and various work-integrated learning experience pathways will be shared with students to support their authentic workplace engagement and preparation throughout their undergraduate studies in kinesiology. This course includes an embedded job shadow experience within the Faculty of Kinesiology & Physical Education.

While the course is recommended for 1st and 2nd year BKin students as a precursor to upper-year in-field learning courses, it is applicable to BKin students of all years of study.

This course is an introduction to essential aspects of human physiology. Emphasis will be placed on the physiological systems most relevant for the kinesiologist/physical educator and the most likely to be discussed in detail in upper level courses. This course will cover the following units: homeostasis, cell physiology, the nervous system, skeletal muscle, the heart, blood and the circulatory system, and the respiratory system.

This course is designed to acquaint the student with the principles associated with the acquisition of motor skills. These principles and theories will provide the student with selected concepts of perceptual-motor behaviour and a framework for their application in physical education, sports, and rehabilitation. The main objective of the course is to become aware of and understand motor skill acquisition principles and procedures available to optimize learning in physical activity programs.

Students will be introduced to basic biomechanical concepts used in human movement analyses. Fundamental laws and principles of motion will be covered in the first half of the course; biomechanics of the musculoskeletal system will be covered in the second half. Examples will be provided throughout to demonstrate how knowledge of anatomical and mechanical factors that affect movement is applicable to the restoration, enhancement, and maintenance of health, fitness, and performance. Related professional and research opportunities will also be highlighted.

Exercise provides a critical stimulus that results in both structural and functional adaptations. This course is designed to provide students with a broad understanding of the human body’s physiological response to exercise, including both acute adjustments and chronic adaptations that occur in response to physical training. Special attention will be given to the skeletal muscle metabolic and cardiorespiratory systems, and the integrative manner in which these systems adapt to maintain cellular homeostasis during exercise. This course will apply this knowledge in the context of both sport performance and human health.

Physical activity is a critical component to health and wellness throughout the lifespan. During this course an emphasis will be placed on the application of physical activity beyond an exercise setting to include workplace wellness, youth physical literacy, and physical activity for life. Case studies will be used to shape the design and implementation of physical activity programs for a range of populations, and to further develop students’ leadership skills.

This course provides students with an introduction to quantitative research methodology and statistical analysis as it applies to the study of human behaviour and physical activity. Emphasis is on conceptual understanding and practical applications related to Kinesiology and Health Sciences. Key topics include understanding the research process, different types of research designs, types of variables, descriptive and inferential statistics.

This course examines the cultural significance of ice hockey in historical and contemporary Canadian society. Topics include the link between hockey and Canadian identity; race in hockey cultures; the commercialism of the sport; hockey-related violence; and the impact of mass and new media on the sport. Students will engage with a wide range of sociocultural research on hockey, and will also be expected to critically engage with contemporary issues relating to the sport at the professional and amateur levels. This course will equip students to critically assess the social and political implications of Canada’s national winter sport and will help develop their writing, presenting, and critical thinking skills.

This course explores the relationships between health, physical activity, sport, the mass media, and popular culture in North America. We will examine the ways in which meanings about science, physical activity and health are produced, distributed and consumed within allied health fields and the wider population. The first half of the course will be devoted to media, health, and physical activity, while the second half will cover media and (mostly elite) sport. Throughout, we will look at all sorts of media - newspapers, websites, books, advertisements, TV and film, social media and new technologies.
Course topics will address a variety of approaches to health literacy and media studies, the social marketing of health, risk communication in kinesiology, media advocacy, new social media, health technology, media framing, the commodification of physical culture, and media ethics. During this course, you will also be asked to consider how the relationship between sport and the mass media reflects the broader culture of a society, as well as the ways that professional sport media interacts with and supports the professional sport industry, (re)produces inequality and harm, and contributes to important discourse around sport, health, and society more broadly.

This course provides a unique blend of administrative theory with organizational behaviour. Technical skills covered include planning, goal setting, management by objectives, organizing tournament draws, budget making and financial management, fund raising, legal liability and decision making. These technical skills are examined with special attention given to the impact of traditional organizational factors such as personality, motivation, leadership, power and politics, and communication. Cutting-edge issues including emotions, trust, work-life balance, stress in the workplace, globalization, diversity and ethical decisions are interwoven throughout the course rather than presented as stand-alone topics. Case studies and problem-based learning exercises are used extensively to provide the student with a conceptual understanding of real-life administration.

This course explores patterns of health and illness among groups (populations) of people. Emphasis is on the determinants of health (social political, economic and environmental etc.). Students will learn about basic research methods and issues in the field. Current examples of major local and global health concerns will be used to illustrate key concepts.

Consideration of psychosocial aspects of physical injury is important for understanding the experience of injury and for enhancing recovery and rehabilitation. This course focuses on theory, research, and practical applications related to psychological and psychosocial variables of injury and rehabilitation of athletes and dancers. Prevention, management, performance, and ethical issues related to injury are reviewed. Materials related to sport/performance psychology, rehabilitation psychology as well as sport/dance science and medicine disciplinary knowledge is used to reach a broad spectrum of health care professions. Empirical work and case studies are used to explore methods and strategies for research, assessment, intervention and best practice across injuries, populations, genres and professions. Students take an active role in the learning process with case-based studies, application of case examples to theoretical frameworks and student engagement activities.

This course will examine the most effective means by which individual and team athletic performance can be enhanced. The focus will be on integrating scientific research based on cognitive and social psychology with real life case studies. Mental preparation strategies and performance techniques will be taught so that recreational and elite athletes can achieve optimal performance. Topics to be covered throughout the term will include: anxiety, arousal and stress; psychological skills training, motivation, confidence, focus, goal-setting, imagery, team dynamics, burnout and coach-athlete relationships.

This course will examine the aging process using information from demography to physiology. Recognition of different perspectives of “successful aging” is a theme that runs throughout the course. The effects of physical activity and aging on functional capacity and how aging may change engagement in physical activity will be studied. The course will examine the evidence for physical activity in promoting healthy aging. Approaches to modifying physical activity in light of physiological, pathophysiological, psychological and sociological age-related changes will be discussed in lecture and through use of case studies. The course will emphasize communication about needs and goals for physical activity recommendations, assessments of function, safety precautions and exercise adaptations, including specific focus on common conditions (e.g., osteoporosis, osteoarthritis).

Mental well-being is a critical element of total health. There is a spectrum of mental states that range from clinically diagnosed psychopathologies such as depression and schizophrenia to total wellness that might be represented by constructs such as high self-esteem, subjective well-being, and life satisfaction. This module critically examines the evidence underpinning the role of physical activity in a) the avoidance of mental disorders, b) recovery from mental disorders, and c) the well-being and quality of life of those with or without mental disorders. The module will also address the definition and measurement of key psychological constructs that act as markers of psychological well-being. Initiatives to enhance mental health through physical activity will be discussed and implications for health service design and delivery will be identified.

This course is designed to provide students with knowledge in nutrition as it applies to exercise, fitness, health and human performance from athletes to the general population and across the life- and healthspan. The course will include nutrition topics related to fuel utilization during exercise, performance and recovery, fluid balance, energy balance and body weight regulation for exercise and performance. Emphasis will be placed on the interactions between exercise and nutrition. Special topics may also be presented.

This course is founded on the belief that if we give children the opportunity to engage in developmentally appropriate physical activities, at the appropriate time in their development, then more of them will develop foundational movement skills that will enable them to enjoy being active and to stay active throughout their lives. To this end, the building blocks for the development of physical literacy in children 0-5 years old will be examined in detail, with a focus on the preschool years. The pedagogy of physical activity experiences for this population will be explored through topics such as developmental milestones and needs, foundational movement patterns and motor skill development, teaching and learning approaches and lesson planning. Students will also have the opportunity to explore some Special Topics that are unique to the development of physical literacy foundations in the early years.

Note: Students enrolled in KPE329H1 will be required to obtain a valid Police Record Check if directly teaching preschool children. Students will receive an email confirming if a Police Record Check is required upon registration in this course.

Sport analytics and game theory both attempt to use probability and statistics to understand and improve decision making in sports from talent identification to on-field play making. This course will introduce students to sports analytics and game theory. Both analytics and game theory will be used to better understand the fundamentals of tactics in a variety of sports.

Mobile health or mHealth utilizes the capabilities of a mobile device such as a cellphone to provide, disseminate, and measure health interventions and physical activity. mHealth has been used for disease management and prevention, physical activity monitoring and evaluation, monitoring of health status, providing access to health care services in remote areas, and for health and physical activity promotion. This course introduces students to the concepts, definitions, advantages, and limitations of mHealth. This course will be relevant to those who wish to pursue careers as health care providers, physical educators, and those who have a future in research and critical analysis.

Historically educators have seen the playing of games as beneficial to the development of physical, psychological, emotional and social traits in children and adults. Recently the dropout rate of children playing organized games and the participation rate of adults playing organized sport has become a major cause for concern. This has brought into focus the traditional way that games and sport have been taught and coached. This course will enhance students’ knowledge and understanding of the concepts and methods of alternative games’ play approaches to teaching and coaching sports. Students will be introduced to the four main alternative games’ models of Teaching Games for Understanding (TGfU), Play Practice, Game Sense and Developing Thinking Players. Each of these 4 models use game centred activities to stimulate and motivate learning. The twin goals of understanding and personal satisfaction are emphasized jointly throughout the course. Students will be engaged in both practical and theory sessions to learn creative, innovative and exciting ways to teach and coach. You will be able to design and implement learning activities that are enjoyable, challenging, inspiring and cognitively and physically demanding.

This course combines theory and practice to introduce students to an integrated, biopsychosocial approach to physical activity participation for persons with disabilities. Students will be introduced to fundamental principles and theories in the field of adapted physical activity. Students will learn about a broad range of abilities and will be introduced to ways of providing physical activity opportunities for individuals with disabilities. Students will be given opportunity for learning of different physical activities developed for specific populations through in-class discussions, tutorials, assignments, and readings.

The course will be an introduction to global sports law. Students will explore how the rules and regulations of the Olympic Movement, the technical side of sport, and the anti-doping movement constitute private transnational legal systems where international sport organizations have regulatory autonomy that is often shielded from intervention by national legal systems. Students will learn how disputes involving these sport rules and regulations are resolved through private arbitration by reviewing key arbitral decisions issued by the Court of Arbitration for Sport and the Sport Dispute Resolution Centre of Canada, and by participating in mock arbitrations of disputes involving doping violations, team selection decisions, and competition outcomes. Finally, students will critically examine how certain sport rules relating to gender verification, out-of-competition doping testing, and doping sanctions impact the rights of athletes, and whether arbitration can provide the necessary oversight and accountability measures to protect those rights.

In this course, students will experience to the natural environment of Ontario in the context of outdoor physical activity and recreation. This course provides an overview of the field skills for the developing outdoor leader. Students are exposed to wilderness recreation and travel, outdoor living, navigation, environmental ethics, and leadership. Students will develop skills for planning and managing hiking activities to lead a one-day trip into basic hiking terrain.

This course introduces pedagogical and learning methodologies of working with children and youth in a physical activity setting. It explores concepts such as current levels of physical activity in children and youth; physical literacy and assessment practices; fitness considerations for children and youth and; current best practices for teaching physical activity. Physical activity models of instruction and organization will be explored including: Teaching Games for Understanding (TGfU) and Long-Term Development for Sport and Physical Activity (LTDSPA) as well as lesson planning and student engagement. The Ontario curriculum for physical education at the elementary and secondary levels will also be introduced. In tutorials, students will have an opportunity to experience and apply physical activity pedagogy theory in practice. Course content can be directly applied to improve physical activity instruction across a range of settings including camps, recreational physical activity programming, coaching and future health and physical education teaching.

This course will be an introduction to the theory and practice of coaching. Through lectures, practical coaching sessions and in class presentations, students will become familiarized with the fundamentals of coaching and gain an appreciation of the diversity and complexity of the coaching process from an Athlete Centred Coaching perspective. There will be considerable links with KPE333H1 The Pedagogy of Playing Games. Various knowledgeable coaches and experts will talk about their coaching experiences.

Students who successfully complete the course will gain their National Coaching Certification Program (NCCP) Introduction to Coaching Part A.

This course will provide students an opportunity to develop their knowledge and competencies in interpersonal theory in Kinesiology and Physical Education. Topics covered in this course include, verbal and non-verbal communication strategies, active listening with patients/clients, reflective practice, managing conflict, decision making, teamwork, and leadership. This course draws upon previous coursework and integrates theory and practice across course learning activities to apply the course content to the breadth of populations and settings within the field of Kinesiology and Physical Education. As a part of the course, students will participate in a field experience (100 hours) with a mentor observing and engaging in interpersonal relations and participating in the planning and implementation of programs as appropriate. Course evaluation activities include weekly class and tutorial sessions, written assignments, presentations, and examinations. Notes: Classroom/tutorial sessions are two hours per week in addition to field experience. Please refer to the 'Fees and Financial Requirements' section of the calendar for information on ancillary fees.

This course provides students with an opportunity to expand upon topics introduced in earlier physiology courses, particularly KPE264H1, with a particular focus on cardiorespiratory function and control during exercise. Advanced concepts in cardiac performance, respiratory control and the vascular system will be addressed, while considering both acute and chronic responses to exercise. While each subsystem will be examined in detail, a key objective is to guide students toward developing an integrative understanding of exercise physiology. Specific topics will include: systolic and diastolic cardiac function, neural and humoral control of ventilation during exercise, factors influencing gas exchange, local and regional control of skeletal muscle blood flow, and autonomic control of cardiovascular function. Challenges to these systems, including heat and ‘excessive’ exercise, will be explored. Laboratory activities will provide students with an opportunity to integrate conceptual and practical knowledge pertaining to the assessment of cardiorespiratory function and control during exercise.

This course is designed to acquaint the student with the principles associated with the voluntary control of limb movements. These principles and theories will provide the student with selected concepts of human movement control and a framework for their application in research, teaching, rehabilitation, and coaching. The objective of the course is to build the student’s understanding of concepts and phenomena associated with sensory, and central nervous system contributions to the execution of goal-directed limb movements.

This course examines the neural and cognitive processes that underlie human movement. Specific topics include: neural anatomy; neurophysiology; theories of motor control; movement disorders; and the neural substrates of reflexes, preprogrammed movements, and voluntary movement.

This course builds on knowledge of anatomy and biomechanics acquired in earlier courses to develop a systematic understanding of risk; mechanisms of injury; common pathologies associated with physical activity; injury prevention, recognition, and initial management and some information about rehabilitation of injuries occurring in sport and physical activities. It also examines the topic of doping in sport.

This course examines the elementary concepts of ergonomics. We will explore ergonomics in a variety of practice settings and discuss risk factors contributing to repetitive strain (cumulative trauma) at various ages focusing primarily on the spine and upper extremity and the consequential economic and human burden. We will discuss the stakeholders and measures to enhance ergonomics including adapting the work/activity and the elements of the environment to match the individual’s capacity, to reduce occupational injuries and enhance productivity, comfort, satisfaction and safety. Six hours of practical experience focused on manual material handling and work stations and technology will be embedded in the course.

An appreciation of biomechanics is fundamental to understanding why certain athletes are able to excel, how sport related injuries can be prevented, and how exercise programs should be designed to change movement behaviours. This course will provide students with an opportunity to apply the principles introduced in KPE263H1 to a range of controversial topics from the sport and exercise fields. Case studies and relevant research will be used to explore the application of each concept discussed.

This course is the complement to Human Physiology I and serves as an introduction to the fundamental principles of endocrinology, gastrointestinal and renal physiology, water and electrolyte balance, reproduction, immune function and the special senses. Physiological mechanisms underlying pathologies related to these systems will be explored. Additionally, scientific racism will be discussed, including examples relevant to the physiological topics covered and with a view to considering anti-oppressive practices in physiology. In conjunction with KPE260H1, this course will be of interest to those applying to second entry health sciences programmes and/or those wishing to extend their foundational knowledge of human physiology.

Sport performance can be improved substantially through structured, planned training. In this course, responses to chronic physical activity and exercise training will be examined and applied to the design of specific programs that improve sport performance. Both the science and current best practices in training design will be studied with an emphasis on application in various sports for athletes of all levels.

This course examines the metabolic dysregulation that occurs in adults with obesity, insulin resistance and type 2 diabetes. Special focus is on the underlying changes in carbohydrate and fat metabolism at the whole-body and tissue level (e.g., in blood, muscle and adipose) and how lifestyle strategies (e.g., acute or chronic exercise, dietary changes) can prevent and/or treat these metabolic diseases. Research-related skills and knowledge on topics of interest will be developed through analysis of peer-reviewed literature, written assignments and/or oral presentations. Special topics may also be presented.

This course is designed to expose students to the theory and application of injury and orthopaedic biomechanics. We will explore and quantify the underlying mechanics and behavior of musculoskeletal (MSK) tissues, how these tissues adapt to external loads, and how they fail and become injured. Time will be dedicated to assessing MSK epidemiology and interpreting injury prediction statistical models. This course will also introduce students to orthopaedic treatments (e.g., joint replacement, soft tissue reconstructions, etc.) for common injuries and diseases and how these interact mechanically with the MSK system to promote healing and improved mobility. Students will learn about the various research methods that are used to determine the biomechanical properties of biological tissues and orthopaedic devices; students will determine how to use these data to make informed decisions regarding the efficacy and appropriate application of these interventions.

Theoretical concepts specific to the assessment of mobility, physical literacy and fitness, and the design of personalized exercise programs will be explored. Through a combination of teaching styles, real-life case studies, small and large group activities, and hands-on experiences, students will be given an opportunity to identify and interpret the unique needs of healthy populations so that personalized exercise solutions can be created. An emphasis will also be placed on communication and students’ ability to think critically and problem-solve.

Under the guidance of a faculty member, accepted students participate in a research project related to the study of physical activity and health. The student and supervising faculty member collaborate on defining the research question, collecting and analyzing data, and interpreting the findings. At the end of the course, students submit an extensive research paper and present their research at the annual Bertha Rosenstadt National Undergraduate Research Conference. Students are also required to attend some classes/workshops to assist them with the research projects.

*Notes regarding KPE390Y1, KPE490Y1 and KPE495H1:
1. For permission to enrol a student must: a) Obtain course information and application forms from Registrar’s Office website. Application forms are available in the spring for the following academic year. b) Find a faculty advisor. c) Complete the pre-requisite form (may do so with faculty advisor if desired). d) Complete advisor-student agreement form together with faculty advisor. e) Submit both prerequisite and student-advisor agreement form together to Registrar’s Office for review and approval by course coordinator.

2. Nominal funding may be available to subsidize some costs of KPE390Y1/KPE490Y1/KPE495H1 projects. See the course information package for application guidelines. **Please note that each faculty member can accept only a limited number of students.

This course provides students with a conceptual understanding of the research process, from topic selection and purpose statements, literature reviews, ethical considerations, designs, analysis, and interpretation. As a complement to KPE291H1, the course emphasis is on the theoretical frameworks of qualitative research methodology, research principles across paradigms of inquiry, and qualitative research methods and techniques that apply to the study of exercise science and kinesiology. This course also focuses on mixed methods research, participatory action research, and knowledge translation.

The major presupposition of this course is that graduates who pursue careers in the broad fields of kinesiology, physical education and health – teaching, fitness and lifestyle counseling, coaching, medicine, health sciences or research – will be in positions of social responsibility and leadership in society. This course will initiate discussions about developing decolonial ethics through three intersecting dimensions: (a) the importance of reflection, vulnerability, and nonjudgmental communication, (b) the necessity to resist domination and colonial forces, and (c) the work needed to create new, alternative relationships. We take up the challenge of courageously creating ethical spaces and developing an ethical self that can respond intellectually, politically and personally to ethical dilemmas in social, political and cultural life. Selected theories and case studies will be examined, analyzed, and evaluated.

This course will examine historical and contemporary conceptions of gender/s and sexualities in sport and physical culture, paying attention to how gender normativities enable and constrain people’s sense of belonging. Discourses, representations and practices of masculinity, femininity, hetero-and-homo normativity, homophobia and transphobia are interrogated using feminist, post-colonial, anti-oppression and intersectional lenses (e.g., how gender and sexuality intersect with race, colonialism, class, and disability). Drawing from key critical literatures, film/documentaries, and policy, we consider the ways in which gender/s and sexualities have been governed in sports and physical culture, and how differential and violent power relations continue to shape people’s understanding of, and attitudes towards, gender-non-conforming bodies, limiting what is possible, specifically for 2SLGBTQI+ and communities. We will discuss how social justice, caring and ethical relations are required in sports and physical culture to create spaces where a multiplicity of gender and sexuality identifications are protected, allowed to feel safe, and flourish.

This senior course in physical cultural studies attends to and examines the existential and cultural dimensions of illness, disease and suffering in society. Taking both the personal (i.e., embodied, emplaced and performative) experience and institutional organization of illness as its broad focus, the course theoretically and empirically interrogates how socially problematic forms of embodiment, self-constructions through disease processes, illness and individual affect, strained interpersonal relations through illness, bodies in physical and social recovery, and cultural representations of ‘bad bodies’ are poorly understood within kinesiology proper. Particular attention in this course is given to how bodies and associated selves at the fringe of medically defined ‘health’/kinesiological parameters are positioned as pathological, contra-normative, at risk or in need of repair and restitution. Central theoretical and conceptual questions regarding what constitutes health and wellbeing are addressed against the lived cultural realities of people with movement and physical activity challenges and limitations. Topics in the course may include, but are not limited to, doing physical activity as a diseased person, the social organization of rehabilitative medicine in sport and physical cultures, athletes living with/recovering from physical trauma and mental illnesses, patient-centered movement cultures, and phenomenological accounts of the illness, disease and dying processes.

In this course we will refer to race as a remnant of colonialism, an effect of social practices, and a shifting, performed identity. We explore the ways that fantasies of the history of Canada as a tolerant and multicultural nation hide truths about racism in this country and construct race and indigeneity in everyday life. This course examines how and why ’race’ matters so intensely and the ways ‘race’ is produced and policed, ultimately enabling and empowering some bodies and movements, while oppressing others within physical cultures. Myths of race as a biological category will be debunked. We will explore a wide range of topics including Black masculinities and Black diasporas, access to sport for Asians and anti-Asian racism, the (in)visibility of Indigenous peoples in Canadian sport; religious (in)tolerance, and White privilege. We will read theoretical and empirical chapters and articles and discuss how socio-economic, ableist, and gendered practices of differentiation produce race categories. Last, we will elaborate our roles in creating more equitable and democratic spaces for all athletes and people. KPE405H1 will not only improve engagement with social justice issues, but also ameliorate communication skills and intercultural competencies particularly related to indigeneity, diaspora, equity, and anti-racism in sport.

Participation in sport for youth has been associated with physical, social, emotional, and cognitive benefits. The attainment of positive developmental outcomes through sport participation is influenced by factors including the manner in which sport organizations design and deliver programs and the type of relationships youth experience. Although sport participation for youth has the potential to foster developmental benefits, not all youth have positive sport experiences. In fact, as issues of athlete maltreatment in youth sport, including physical, emotional, and sexual abuse as well as neglect continue to emerge throughout research and media outlets, it may be argued that sport is not designed and delivered in ways that meet the psychosocial needs of young people. In order to optimize the sport experiences of youth athletes, it is important that stakeholders are aware of the potential for these negative experiences and are educated about ways in which to foster more developmentally appropriate sport. In this course students will be introduced to concepts, theories and ideologies regarding psychosocial development as well as youth maltreatment and protection as they apply to sport. Students will have the opportunity to critically discuss issues of maltreatment within youth sport and will be challenged to critique present research in addition to educational/policy initiatives intended to safeguard youth and foster positive development. Moreover, students will learn about organizational philosophies, coach and parent education, and relationships in sport with the intention of understanding how such factors may stimulate a youth sport environment conducive to maltreatment, thus hindering athletes’ psychosocial needs.

Participants in physical education, physical activity and sport enjoy all the rights of Canadian citizens under Canadian law, including the Charter of Rights and Freedoms and provincial and territorial human rights legislation. They also enjoy the protections of the international system of human rights established by the United Nations, to which the Canadian government is a signatory. Although many of those documents specifically mention rights related to sports, the promised rights are not always protected in practice as evidenced in, for example, far too many recent cases of athlete abuse. This course examines the concepts, legal protections and failings of human rights in Canadian and international sports, and explores ways in which they could be strengthened.

This course explores crime, and deviance and harm in sports. We will look at how we define what is and isn’t criminal and deviant in sports and how this differs and also mirrors conceptions of crime and deviance in society more generally. Beyond examining only that which is legally defined as criminal, we will also examine harm and harmful practices in sport that remain common and even pervasive. We will look at how these harmful practices are justified by athletes, coaches, media and fans, how sport cultures and structures produce this harm, and at how discourses on crime and harm in sport work to obfuscate the role of certain actors, institutions, and structures in the perpetration of harm and violence. Given this broad goal, we will examine all sorts of deviance, crime, and harm in sport. This includes physical violence in sport; physical violence outside of the field of play; emotional, psychological and sexual abuse by athletes, coaches, and those involved in sports; labour exploitation and white collar crime; gambling and match fixing, ; fan violence; and the litany of harms produced by sport mega-events, such as displacement and forced migration; hyper securitization and overpolicing; misallocation of funds and corruption; and environmental harm and damage.

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This course draws upon previous course work in biophysical, behavioural and socio-cultural aspects of physical activity and links them together within the context of girls’ and women’s health across the lifespan. Particular attention will be given to how physical activity decreases the risk of disease in girls and women and how physical activity assumes a different role in health and well-being during different phases of the lifespan. Students will also be introduced to issues related to the promotion of physical activity for women, the importance of the inclusion of women and girls in research examining the impact of physical activity and the unique aspects of the response of girls and women to activity.

This course will introduce students to and deepen their understanding of, a variety of coaching styles, strategies and theories. Throughout the course students will be engaged in the analysis and deconstruction of successful coaching programs, in both individual and team sports. In determining the criteria of what constitutes successful coaching, the course will examine coaching at all levels and consider the obstacles and challenges in building successful coaching programs in today’s society.

In this course students will define, research and explore essential elements of dance. These elements include dance technique, musicality, artistry, and choreography. Research and relevant experiences from other KPE courses will be integrated into the lectures and the embodied learning of the lab. Students will research staging, lighting and show production for their major project, which consists of the students choreographing and staging their own work for formal performance. This performance serves to illustrate the theoretical knowledge that the students have gained over the 12-week course.

This course will examine the role of exercise and physical activity in cancer survivorship from a physiological, functional, and psychosocial perspective. The effects of exercise and physical activity on cancer will be studied across the disease continuum, including its role in cancer prevention, disease- and treatment- related symptom management, post-treatment late-effects, and palliative care. Exercise guidelines, required adaptations, appropriate fitness and outcome assessments for cancer survivors will be discussed. This course will explore contemporary approaches, facilitators, and barriers to exercise integration in clinical care within the context of oncology, as well as broader cancer survivorship issues.

This course provides an overview of pedagogical concepts and learning methodologies specific to elementary-aged children in physical activity and health and physical education settings. It explores in-depth the pedagogy of physical activity for the development of physical literacy through topics such as developmental milestones and needs, movement domains and competencies, Daily Physical Activity (DPA) and assessment and evaluation strategies. The concept of health literacy is also explored and applied to the health education needs of elementary-aged children. Finally, the Ontario Elementary Health and Physical Education curriculum, and controversy surrounding it, is explored through the lens of physical and health literacy development. Understanding of course content will be enhanced through tutorials where students will have an opportunity to apply course concepts in practice. Course content can be directly applied to improve physical activity instruction across a range of settings including camps, recreational physical activity programming, coaching and future health and physical education teaching.

This course investigates the influence of nutritional supplements/aids on exercise performance, recovery, and/or adaptation, with an emphasis on the underlying physiological and/or biochemical mechanisms behind the effectiveness of ergogenic compounds. Students will broaden their content comprehension on topics of interest through self-directed critical analysis of current peer reviewed literature with an emphasis on knowledge dissemination in both written and oral formats. Special topics may also be presented.

This course will introduce students to a variety of management concepts related to managing the business of sport, with a particular focus on Canadian contexts. Topics include an understanding of sport organizations and governing bodies, the economics of sport, financial management of sport organizations, designing and administrating sports competitions. The course uses a practical approach by focusing on local, provincial and national sport organizations as case studies for analysis.

The course examines Canadian law and its application to the fields of sport, recreation and kinesiology. Students will obtain a foundational knowledge of the law and the practical skills to address legal issues as future practitioners in sport, recreation, physical education, and health care. Legal topics include contracts, regulated health professions, liability and risk management, human rights and discrimination, privacy, intellectual property, and dispute resolution. Students will obtain hands-on experience by negotiating and drafting contracts and participating in mock decision-making processes that affect legal rights and interests. Finally, students will learn about contemporary and emerging legal issues relating to safe sport, social media, e-sports, and competition fixing.

This course builds from the concepts and theories discussed in KPE334H1. Students will be given the opportunity to apply the theoretical knowledge taught in KPE334H1 to build instructional and leadership skills to facilitate exercise and sport programs and assessments for people with varied abilities across all age groups and environments. Students will be given opportunity for active, hands-on learning through some combination of the following: case studies, assignments, readings, field experience.

In this course, students examine the central concept of environmental sustainability. A number of local and global dilemmas and issues are explored, with a focus on intersections with the provision of outdoor education and the natural environment. Students will gain a deeper appreciation for the relationship between individuals, society and the global Earth. By the end of the course students will be able to apply considerations of environmental sustainability in the delivery of outdoor education and to outdoor recreational engagement in our day-to-day lives.

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Entrepreneurship innovation encourages new and potentially transformative approaches to research, health and social impact while contributing to capacity building and personal growth in learners. Innovation is a pillar in kinesiology and has the power to broaden the understanding of movement from lab to life. In kinesiology, innovation can be seen in (i) advancements in research such as the use of wearable devices in monitoring physical activity, (ii) improvement of performance including developments in prostheses that help increase accessibility to sport for athletes with disabilities, (iii) enhanced rehabilitation such as smartphone activity applications that contribute to the prevention of over-exertion and injury, and (iv) addressing societal issues by leveling the playing field for youth in sport through augmented reality-based training programs. This course is primarily designed for students who are interested in understanding the role of innovation in kinesiology and exploring related entrepreneurial opportunities. Students will explore the areas of the kinesiology that are ripe for innovation. Example topics of exploration include emerging opportunities in digital platform technologies, social enterprises, medical device advances, data & computing, augmented reality, and the role of start-up incubators and accelerators. Students will engage with the stages and tools of entrepreneurship through topics such as: ideation, primary and secondary market research, licensing intellectual property, business models, appropriate financial and human resources for ventures, and scaling. This course has been specifically designed for students who are considering founding or joining kinesiology– and health-related ventures upon, or soon after, graduation.

This course builds upon students’ existing knowledge and understanding of coaching that were gained in KPE342H1, and will complete the foundational knowledge and skills expected from those who are actively, or planning to be involved in coaching, teaching or instruction. The NCCP Introduction to Competition Part B is embedded into the course and students will be able to gain this nationally recognized coaching award by meeting the certification requirements. Specific areas of coaching that will be studied and discussed in this course are: Coach communication, intervention and feedback; the power differential between athlete and coach which can lead to negative behaviour; how to create a Seasonal Training Plan; Coach self-reflection; Mental practices to aid athletes.

This course builds upon KPE350Y1/KPE355Y1 to further students’ theoretical grounding in the broader practice of Kinesiology and Physical Education in society. Topics covered in this course include, but are not limited to, emotional intelligence in the workplace, integrity in community relations, performance adaptability, diversity, creativity, ethics and professionalism, and work-life balance. Adopting a values-based approach to learning and development students will be encouraged to consider strategies for enhancing the practice of Kinesiology and Physical Education within society. As a part of this course, students will spend 100 hours in the field and will work closely with a mentor. Course evaluation activities include weekly class and tutorial sessions, written assignments, presentations, and examinations.

Notes: Classroom/tutorial sessions are two hours per week in addition to field experience. For more information visit the professional placement page on our website.

Please refer to the 'Fees and Financial Requirements' section of the calendar for details on ancillary fees.

Virtually every sport relies on the ability to generate speed and power in order to compete successfully. Understanding the biomechanical, physiological and technical basis of speed and power is vital to be able to design interventions to improve. In this course, the scientific basis of speed in humans will be examined using both a biomechanical and physiological perspective. The primary focus will be on speed and power in running, jumping and throwing and therefore, practical experience will be part of the course. Students will also be exposed to both the theory and practice of training for speed and power.

Issues related to providing kinesiology services will be examined. There will be a focus on understanding professional practice as a registered kinesiologist. Career opportunities and their related pathways will be explored. Diverse issues such as how to integrate theory and science into practice, identification of roles and responsibilities within the health system will be explored.

The role of reflection and continued professional development in professional practice will be examined. Topics to be covered may include: informed consent and screening; liability issues and scope of practice; code of conduct and the evolving role of the College of Kinesiology and professional associations; case- and problem-based learning; standards of practice; practice models; and various professional opportunities of a Registered Kinesiologist.

Introduces students to topics within exercise biochemistry and cellular physiology. The course examines the factors that influence the cellular responses of skeletal muscle and other tissues to exercise and exercise-related topics. The relevance to various diseased states is often examined. Topics covered may include: atrophy, hypertrophy, genetics, techniques, cell stress, oxidative stress, aging, disease prevention, adipose tissue, muscle fiber types and other relevant topics.

We are shaped by our experiences, whether it is through our environment, training or an injury. These experiences can be potent enough to change the way our brain is organized and how it functions. This course will examine key topics about the brain’s neuroplasticity in the context of skill performance. We will answer questions such as does it really take 10,000 hours of deliberate practice to become an expert?, how does your brain do it (from synapses to behaviour)?, and are there ways that we can push the brain’s neuroplasticity to its limits?, if that exists – can you train to become the next elite athlete or jazz great.

This course will provide students with detailed information on topics, examples and cases that illustrate the important role that science plays in sport and exercise. The course will touch on relevant and important areas of scientific investigation that have contributed to the current state of knowledge in kinesiology. Course content includes topics related to movement, fuels, energy systems, skeletal muscle adaptations, sex differences, exercise principles as well as other relevant issues.

This course will examine theories underpinning the development and delivery of exercise programs in clinical populations. Exposure to a variety of unique clinical populations (through video and case studies) will enable students to explore special considerations (e.g., functional abilities, needs, limitations and social barriers) specific to individuals seeking tailored movement recommendations. Using discovery-based methods (including case studies and group problem solving activities), students will learn how to gather and share relevant information with clients and use this information to inform selection of appropriate assessments and movement strategies as well as to gain an appreciation of the range of expected outcomes in response to exercise programming. Students will also examine the foundational elements of exercise program design and its practical implementation as it relates to professional kinesiology practice. Emphasis will be placed on communication, self-reflection, ethics and the ability to think critically and problem-solve within the learning experiences.

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In this course students will have an opportunity to undertake research on a topic relating to the study of physical activity and health. The faculty supervisor, selected by the student, gives counsel in defining the problem, conducting the study and preparing a research paper (thesis). In addition to submitting the research paper, students are required to attend some classes/workshops, and present their findings at the annual Bertha Rosenstadt National Undergraduate Research Conference. This course provides an opportunity for a student planning graduate study at this Faculty or elsewhere to gain experience in completing a small research study. Students may elect only one KPE490Y1 course or external equivalent.

*Notes regarding KPE390Y1, KPE490Y1 and KPE495H1:
1. For permission to enrol a student must: a) Obtain course information and application forms from Registrar’s Office website. Application forms are available in the spring for the following academic year. b) Find a faculty advisor. c) Complete the pre-requisite form (may do so with faculty advisor if desired). d) Complete advisor-student agreement form together with faculty advisor. e) Submit both prerequisite and student-advisor agreement form together to Registrar’s Office for review and approval by course coordinator.

2. Nominal funding may be available to subsidize some costs of KPE390Y1/KPE490Y1/KPE495H1 projects. See the course information package for application guidelines. **Please note that each faculty member can accept only a limited number of students.

The purpose of the independent study is to permit students to extend beyond current course offerings and explore in detail a subject area of their choosing related to the study of physical activity and health. Students work closely with a faculty supervisor with a relevant background. Before pursuing an independent study, students are expected to have taken all the relevant courses offered by the Faculty in that sub-discipline. Students will research their topic of interest primarily through reading and writing a report on their findings. They are also required to attend some classes/workshops throughout the term and to present their reviews and/or findings at the annual Bertha Rosenstadt National Undergraduate Research Conference. Students may elect a total of no more than two half courses under KPE495H1 or external equivalents.

*Notes regarding KPE390Y1, KPE490Y1 and KPE495H1:

1. For permission to enrol a student must: a) Obtain course information and application forms from Registrar’s Office website. Application forms are available in the spring for the following academic year. b) Find a faculty advisor. c) Complete the pre-requisite form (may do so with faculty advisor if desired). d) Complete advisor-student agreement form together with faculty advisor. e) Submit both prerequisite and student-advisor agreement form together to Registrar’s Office for review and approval by course coordinator.

2. Nominal funding may be available to subsidize some costs of KPE390Y1/KPE490Y1/KPE495H1 projects. See the course information package for application guidelines. **Please note that each faculty member can accept only a limited number of students.

The student will be introduced to the many forms of outdoor recreation. Emphasis will be placed on acquiring the skills for various watercraft. In addition, activities related to cooperation and leadership will be experienced.

This project will provide a more in-depth opportunity for students to relate to the natural physical environment and activities in the outdoors. An introduction to skills germane to wilderness travel is provided, including tripping skills, from packing to canoeing, navigation and portaging and the establishment of a campsite in a wilderness setting. Additional skills related to leadership in outdoor education will be emphasized using activities that go beyond those seen in ODP100H1.

This optional project follows logically from ODP200H1. Skills and experiences are provided at a more advanced level, and are then applied during a canoe trip. Emphasis will be placed on developing leadership skills in outdoor recreation. Fulfils third year requirement.

The experience provided in this project is focused upon white water canoeing skills and leadership. Participants are guided through manageable steps from calm waters to rapids, with careful attention to accident prevention and emergency management. Fulfils third year requirement.

Through this optional project, the student will develop an appreciation of the winter environment through such pursuits as cross-country skiing, snowshoeing, etc. Special consideration will be given to heat and water loss, proper clothing, construction of winter shelters, survival methods, and improvisation of equipment. The winter experience will be three days in length, and will include an expedition and overnight stay at a carefully planned site. Fulfils third year requirement.

Students are required to provide proof of certification in at least Standard First Aid and CPR level C during their program of study. Lower level certifications (Heartsaver, Emergency First Aid) will not be accepted. The certification must be presented to the Registrar’s Office, where a copy will be filed and this course then added with credit to a student’s transcripts. Many external agencies provide such training, such as the Red Cross, St. John Ambulance, or the Royal Life Saving Society. Other WSIB certified providers are accepted. This certification is also available through instruction offered by the Faculty’s co-curricular program. The fee for any course taken to achieve First Aid and CPR certification will be at the student’s own expense.