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.

TBD

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.

TBD

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.