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.

Digital health and mobile health or mHealth utilizes the capabilities of any digital device including a mobile device such as a cellphone or smartphone to provide, disseminate, and measure health interventions and physical activity. Digital health 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 digital health. 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.

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, phenomena and theories 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 and mechanisms of injury; common pathologies associated with physical activity; and prevention, recognition, initial management and rehabilitation of injuries occurring in sport and physical activities. It also examines the topic of doping in sport.

Students will build-on and apply knowledge and skills acquired in the introductory biomechanics course to perform more sophisticated quantitative (mechanical) analyses of human movement. An overarching emphasis will be placed on developing numeracy and critical thinking skills necessary to evaluate and apply biomechanics research.

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.

This upper-year undergraduate course offers hands-on opportunities for students to develop transferable research skills and competencies related to the field of Kinesiology and Physical Education. As part of our research inquiry series, this course builds on aspects of foundational knowledge pertaining to research inquiry and methodological approaches, incorporating ethical considerations, data management, and both professional and collaborative research skills. Students will actively engage in research practices for 50 hours under the supervision of a faculty member, gaining practical experience and insights. Students will meet regularly for lectures/tutorials with assessments including some combination of assignments, presentations and examinations, designed to integrate theoretical with practical research skills development.

Ethics is a contested term with multiple and fragmented meanings. Within this course, ethics refers to the philosophical and empirical study of the moral and existential controversies brought about by advances in late modern biological, technological, and medical intervention on/to human bodies. Within the diverse field of kinesiology, physical education, health, leisure, and exercise sciences we are not immune to ethical issues and controversies; quite to the contrary. The testing of/on bodies and their modification, the promotion of physical cultural practices among varied populations, the use of technology to research/enhance human movement, the impacts of moving bodies on the environment, and the study of health and wellness practices must involve the reflexive questioning of ethics within our discipline. This course enhances our collective understanding of the institutional mechanisms and practices by which meanings are attached to bodies in medical/health fields like kinesiology; including an analysis of moral questions regarding how kinesiologists undertake research which develops, enhances, extends, reworks, or remodels bodies in a variety of physical cultures. Students will engage a range of philosophical concepts and ideas relating to normative ethics, applied ethics, and bioethics and explore them through issues and topics we cover in the course. Specific reference will be made to competing perspectives on what is ethical, moral, or right in a contemporary of kinesiology underpinned by an exercise-as-medicine/public health interventionist mandate. Students will be expected to demonstrate knowledge of ethical debates in kinesiology and critically evaluate the relationship between bodies, health, technology, late capitalism, culture and society.

Increasingly, sport and physical activity are recognized and utilized as tools of international development. From refugee assistance and conflict resolution to programs targeting economic growth and HIV/AIDS, a host of development initiatives use sport-based programs to meet their goals. The purpose of this course is to examine—theoretically, empirically, and critically—the development through sport / sport for development and peace (DTS / SDP) movement. It is important to consider these social and political issues in order both to problematize the DTS movement and to assist and challenge future DTS volunteers.

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 in sports spaces. 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 theories, critical readings, film/documentaries, policy and contemporary political rulings , we consider the ways in which gender/s and sexualities are 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+ peoples in sport. We will discuss how social justice, caring and ethical relations are required in sports and physical culture to create spaces where a multiplicity of bodies, gender and sexuality identifications are protected, allowed to feel safe, and flourish.

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. We also explore ways in which recognition of those rights could be strengthened, and remedy may be found when those rights are violated.

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.