Description of Courses

General Information
Prerequisites
Students MUST observe course prerequisites. Students will be with drawn from courses for which they have not successfully completed the appropriate prerequisites. No marks will be assigned. Course instructors do not have the authority to waive prerequisites.

Year of standing is calculated as of September. Students who have successfully completed 3.5 full academic courses are in Year II, 8.5 full academic courses are in Year III, and 13.5 full academic courses are in Year IV.

Hours Per Week
In general, academic courses comprise a minimum of three contact hours per week, consisting of lectures, seminars, tutorials and laboratories. The physical activity core rotations range from three to four hours per week.

Availability of Courses
Some optional courses are not offered each year. Students are advised to check details with individual instructors, and to plan carefully their course selection to fit the available schedule.
For a listing of courses and times offered in the current year, refer to the Academic Timetable on the Faculty’s website www.utoronto.ca/physical.

Key to Course Numbering Code
The first number of each course describes the year in which it is normally taken.
PHE = Academic or Leadership course¹
ODP = Outdoor project²
PAC = Physical activity core course
Y = Full course credit
H = Half course credit
® = Required course
© = Optional course

For information on which courses are offered and in which term for the current academic year refer to the B.P.H.E. Academic and Physical Activity Timetables.
Other academic course indicators include: ANA, NEW, NFS, PHL, PSL, PSY, SOC and UNI.
Some Outdoor Projects are offered outside of normal term times.

Academic Courses

®ANA 126Y Elementary Human Anatomy
This is an introductory course on the anatomy of the human body. Following a brief overview of histology, emphasis is placed on the functional anatomy of the human body using a system approach. The course has a heavy emphasis on the musculoskeletal system during second term. Three lecture hours and laboratory sessions.

®PHE 101Y Lifespan Development
This course examines a variety of topics and issues related to development across the life span. Each content area introduces current theory and research on growth, motor, cognitive, and psychosocial aspects of human development. Standards and norms of physical, motor, and cognitive development will also be provided with a critical approach to their interpretation. A unique focus will be the tracing of ways in which people develop and change across the life course in broader terms of physical activity participation.
Three hours per week combination of lectures and labs.

®PHE 102H Physical Activity, Health and the Social Sciences
This course examines the major institutions and programs which provide opportunities for physical activity in Canada, within the context of the health care system and society as a whole. It will introduce students to the field’s major aspirations and challenges and the ways in which knowledge from the social sciences can inform the effort to realize them.
Two lecture and one tutorial hour per week.

®PHE 103H Physical Activity Health and the Biophysical Sciences
This course introduces students to topics from the biophysical sciences relevant to physical and health education. Contributions from a variety of scientific fields, particularly physiology and biochemistry, will be examined. Topics such as muscle structure, body composition, energy systems, physical fitness, metabolism, biomechanics and cardiovascular disease will be briefly examined within the context of physical activity, disease prevention and health enhancement. This course is intended to facilitate and enhance the information and understanding of upper level biophysical courses. Four hours per week combination of lectures, seminars, tutorials and labs.

®PHE 113H Personal Health
Among the determinants of health are many lifestyle factors about which we may exercise personal choice physical activity, nutrition, hygiene, drug use, vehicular safety, sexual practices, use of health care services, and so on. This course focuses on patterns and prevention of diseases, and their relationships with these personal choices. The inter-relationships of various lifestyle choices and the social context in which these choices are made are strong themes throughout. Topics covered include: physical activity and health; reproduction and contraception; healthy sexuality and sexual abuse; immunity and infectious disease including those transmitted sexually; nutrition and body mass and composition; substance use and abuse; personal safety; cardiovascular diseases; and cancer. Three lecture and one tutorial hour per week.

®PSY 100H Introductory Psychology
This survey course is designed to introduce students to concepts, issues, and research methods in the broad field of contemporary psychology. Topics include physiological processes, motivation, learning, perception, memory and thinking, social, developmental, and abnormal psychology.
Exclusion: PSY200H, PSY100Y
Prerequisite: There is no prerequisite for PSY100H. However, students wishing to pursue a major or minor in psychology must have OAC/12U Calculus or equivalent, a PSY100Y result of 63% or better, and a cumulative academic average of 2.0 for those wishing to pursue a major or 1.7 for those wishing to pursue a minor. Students not pursuing a major or minor but wishing to take upper level psychology courses must have a PSY100H/PSY100Y result of 70% or better.
Three lecture hours per week.

®PHE 200H Psychology of Physical Activity and Sport
This course develops the student’s understanding of cognition and behaviour in physical activity, sport, and exercise. The course examines psychological theories and then applies these theories to the world of sport and exercise. The course is structured in a manner that makes it equally appropriate for the teacher, coach, recreational participant and elite athlete.
Exclusion: UNI370H Three lecture hours per week.
Prerequisites: PSY100H/PSY100Y, PHE101Y/PHE201H

®PHE 202H Historical Development of Canadian Physical Activity
This course examines the major beliefs, practices and institutions in the provision of physical activity in Canada. Topics include: the making of modern sports, the establishment of public physical education, parks and recreation; the struggles of those outside the mainstream for inclusion; the physical fitness movements; and the expanding roles of the mass media and the provincial and federal governments. The purpose is to help students appreciate the richly varied approaches to the provision of physical activity in Canadian society, in the context of Canadian history, and the complex processes by which the major institutions and programs of today have been fashioned.
Prerequisite: PHE102H Two lecture and one tutorial hour per week.

®PHE 203Y Research Design and Evaluation
This introductory course is to provide students with a conceptual understanding of the theoretical frameworks of science and research methodology, research principles across paradigms of inquiry, practices, and methods and techniques that apply to the study of human behaviour and physical activity. Theoretical frameworks and basic research principles and methods will be covered in the first half of the semester and the techniques associated with analysing text (qualitative) and numerical (quantitative) data will be the focus of the second term. Univariate statistical concepts and techniques will be covered during the quantitative module in the second term. Emphasis will be placed on practical application of statistical tests.
Exclusions: ECO220Y, ECO227Y, GGR270Y, PSY201H, PSY202H, SOC201Y
Four hours per week combination of lectures, seminars, tutorials and labs.

®PHE 204H Theory of Motor Skill Acquisition - Motor Learning
This course is designed to acquaint the student with the principles associated with the acquisition of motor skills from child to adult. These principles and theories will provide the student with selected concepts of perceptual-motor behaviour and a framework for their application in teaching, coaching and rehabilitation. The 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.
Prerequisite: PSY100H/PSY100Y
Three lecture hours per week and ten laboratory hours.

®PHE 209H Introductory Biomechanics
Biomechanics is the study of forces acting upon or generated by living structures, and the internal and external movement that may result. In the first half term, students are introduced to the basic principles of mechanics with application to human movement. Attention is then turned to joint, muscle and tissue mechanics with a view to understanding how proper technique in physical activities may prevent injury.
Prerequisites: ANA126Y, PHE103H
Three lecture hours per week and twelve laboratory hours.

®PSL 200Y Basic Human Physiology
This course is designed to present basic physiological mechanisms related to normal function, from bed rest to maximal effort. It provides a basis for courses in health and other physiology courses. An active learning component, including labs, is an integral requirement of the course.
Exclusion: PSL 201Y Two lecture hours per week and self-directed active learning component involving computer simulations.
Prerequisites: ANA126Y, PHE103H

®NFS 284H Basic Human Nutrition
An introductory course to provide the fundamentals of human nutrition to enable students to understand and think critically about the complex inter-relationships between food, nutrition, health and the environment.
OPTION: PHE or another division course
Exclusions: NFS286H, NFS384H Three lecture and one tutorial hour per week.

®PHE 301H Physical Activity and Social Inequality
The provision of opportunities for physical activity is profoundly affected by the social struc­tures of Canadian society and persistent inequalities. An increasing number of Canadian institutions in physical and health education have now committed themselves to policies of social equity. This course enables students to study the effects of class, gender, race, and sexuality upon opportunities, programs and practices and the means by which social equity might be more effectively pursued.
Prerequisite: PHE202H Exclusion: UNI371H
Two lecture and one tutorial hour per week.

©PHE 302H The Olympics
The modern Olympic Movement initiated by Pierre de Coubertin has outlasted all rivals (notably the Women’s and Workers’ Olympiads, and the Games of the Emerging Forces) and won the allegiance of virtually the entire world. It now enjoys enormous influence over the development of sports and other forms of physical activity. This course examines the aspirations, achievements, problems and prospects of the modern Olympic Movement and its implications for physical activity and health.
Prerequisite: PHE202H
Three lecture and one tutorial hour per week. Not offered annually.

©PHE 304H Theory of Motor Skill Acquisition - Motor Control
The objective of this course is to provide the student with insight into the theoretical, methodological, selected neurophysiological and biomechanical factors essential to understanding the processes of human skilled performance and motor control. These processes underlie the acquisition of motor skills and will be studied using the human information-processing model. This course builds upon PHE 204H, Theory of Motor Skill Acquisition Motor Learning.
Prerequisite: PHE204H Three lecture hours per week.

®PHE 307H Administrative Theory and Organizational Behaviour
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.
Prerequisites: PHE101Y/PHE201H, Three lecture hours per week.

©PHE 308H Sport Medicine
This course builds on knowledge of the biomechanics of injury and dysfunction acquired in PHE209H to develop a systematic understanding of risk, injury prevention, and initial management of injuries in sports and physical activities. Some additional topics include “doping” in sport, travel issues in competitive sport, and ethical issues in clinical sport medicine.
Prerequisites: ANA126Y, PHE209H (taken in 2005/06 session or later)
Three lecture hours plus tutorials.

©PHE 310H Youth in Physical Activity
Through an examination of current research , this course will explore issues pertaining to the participation of youth in sport. While there are numerous potential benefits associated with sport participation for children and adolescents, youth programs are too often characterized by high drop-out rates, injuries, retirement difficulties, incidents of harassment, and overzealous parents and coaches. This course will explore interdisciplinary ways of designing and delivering sport programs to provide positive learning environments for youth and to enhance the overall development of youth. Implications for research, education and policy will be addressed.
Prerequisites: PHE200, PHE202H, PHE203Y, PHE204H
Two lecture and one tutorial/seminar hour per week.

©PHE 311H Physical Activity and Public Policy
During the last few years, governments around the world and at every level in Canada federal, provincial, municipal, school board and college/university have initiated new policies and programs to address the growing crisis of physical inactivity. This course examines those initiatives, the circumstances that gave rise to them and their adequacy and effectiveness, with specific reference to Canada.
Exclusion: UNI311H
Prerequisite: PHE202H
Two lecture hours and one tutorial hour per week.

©PHE 312H Population Health
This course will explore patterns of health and illness among groups (populations) of people. Emphasis will be on the social and environmental determinants of health. Students will learn about the basic research methods and issues in the field. Current examples of major health concerns both locally (i.e, the Walkerton e coli outbreak) and globally (childhood mortality and third world poverty) will be used to illustrate key concepts.
Exclusion: UNI373H
Prerequisites: PHE102H, PHE103H and PSY100H/PSY100Y or SOC101Y
Two lecture and one tutorial hour per week.

©PHE 319H Issues in Biomechanics
In biomechanics, the methods of measuring forces and their effects on the human body are not straightforward. Selected issues concerning the quantification of human movement will be examined through lectures, laboratory experiences and seminar work.
Prerequisite: PHE209H Three lecture and two laboratory hours per week.

©PHE 320H Theory of Coaching
This course will be an introduction to the theory and practice of coaching. Through both lectures and practical experiences, students will become familiarized with the fundamentals of coaching and gain an appreciation of the diversity and complexity of the coaching process. There will be considerable links with PHE331H Teaching the Child, as well as PAC300Y Pedagogy, Principles of Fitness II and Fitness Leadership. Current knowledge and experiences will be delivered by various faculty members, athletic instructors and coaches integrating this knowledge with practical application.
Students who successfully complete the course and graduate will gain their National Coaching Certification Program (NCCP) Introduction to Coaching Parts A and B. This is the new equivalent of the old Level I and II Theory.
Prerequisites: PHE204H, PHE209H, PSL200Y Three lecture/tutorial hours per week.

©PHE 325Y Physiology and Biochemistry of Physical Activity
This course is designed to examine the physiological and biochemical responses of the human body to both acute and chronic bouts of physical activity. The impact of activity on health, and health on physical activity, is explored by examining adaptations from the cellular to the systemic level of bodily function.
Prerequisites: ANA126Y, PSL225Y/200Y
Three lecture hours per week and 16 lab hours.

®PHE 331H Teaching the Child Physical Activity
This course provides a systematic introduction into teaching and learning methodology for physical and health education at elementary and secondary schools. It begins with a consideration of learning objectives for physical and health education, teaching styles, and appropriate methods of presentation. It then examines the physiological growth and development of the child, and the effect of physical activity upon this pattern. Special considerations for exercise testing and prescribing exercise for school age children will be discussed.
Prerequisites: PHE101Y/PHE201H, PSL225Y/200Y Two lecture and one tutorial hour per week.
Note: Students applying for the “Teaching Preparation Option” must successfully complete PHE331H before beginning their practice teaching.

©PHE 335H Hockey in Canadian Culture
This course addresses the social sciences and humanities of hockey (sociology, anthropology, history, political economy, cultural studies, geography and literature). It is also about us, as Canadians, exploring the nature of our identities and lives through the vehicle of hockey. And while we are exploring, appreciating, and enjoying the place of hockey in Canadian culture, we will also be casting a critical eye on the myths and structures of the sport.
Prerequisite: PHE202H Three lecture/tutorial hours per week

©PHE350Y Leadership Placement I
In this course, you will increase your knowledge of leadership in physical education and health in work contexts in our society. As future practitioners in our field, you will reflect upon and discuss the ways in which current leaders deliver physical activity and active health to participants as you will consider and develop your own leadership and professional style and enhance your awareness of the broad range of professional practice, career opportunities, and challenges within our field. This course combines academic course work with practical exposure to a career in our field. Students will participate in an on-site apprenticeship experience (minimum 80-hour) with a mentor by observing, job shadowing, and participating in the planning and implementation of programs as appropriate. Through course readings, written assignments, small group work, full class sessions, and tutorials we will investigate topics such as: effective mentoring relationships, creating and monitoring your own placement learning plan, leadership practices and relationships, the role of the graduate of Physical Education and Health in our society, recognizing and making career choices and plans. You may choose a placement within our Faculty or in the community beyond our Faculty in the areas of education, or kinesiology-related placements (e.g. in fitness, recreation, and sport or health promotion or health care).
Exclusion: PHE250H/PHE350H
Prerequisite: You must have followed the appropriate precourse procedures in the year preceding course enrolment, be entering 3rd year, and obtain instructor approval.
Classroom sessions average one and one half hours per week in addition to placement hours.

©PHE390Y Directed Research in Physical Activity and Health
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 Student Research Day. Students are also required to attend some workshops to assist them with the research projects.
Prerequisite: PHE203Y, a minimum B average in the area of interest, and an application process.
For the application process, refer to PHE491H.

©PHE 401H Health Psychology
This course provides students with an overview of contemporary topics in health psychology. The class will examine psychological theory, research and skills that are relevant to the promotion and maintenance of optimal health and the prevention and treatment of illness and physical injury. The first half of the course will cover theoretical frameworks for understanding health behaviour, motivation, and psychosocial factors that influence health attitudes and behaviour. In the second half, topics germane to clinical health psychology and multidisciplinary settings will be explored. Emphasis will be placed on the role of health psychology and exercise wellness behaviour, and on professional issues and ethical practice for physical and health education students.
Exclusion: UNI470H
Prerequisites: PHE113H/PHE213H, PHE200H/PHE300H and PSY100H/PSY100Y
Three lecture hours per week.

©PHE 402H Physical Activity, Health and the Media
This course draws upon communications theory, political economy, semiology and sociology to examine the ways in which meanings about physical activity are produced, distributed and consumed through the media. Topics include: the social marketing of health, advertising and the “body politic”, media advocacy, sports and fitness marketing, and the production of sport as a media event.
Exclusion: UNI471H
Prerequisite: PHE301H
Three lecture hours per week.

©PHE 403H Body, Health and Physical Culture
This course examines the body as a terrain of complex cultural politics. Drawing upon a variety of theories postmodern, poststrucuralist, postcolonial, cultural geography, philosophical, anthropological, feminist it will consider the ways in which “the body” is conceptualized and the ways in which discourses on “the body” have led to important political struggles in contemporary Western physical culture(s). The body is an important site upon which difference is located, constituted, and made to have social, political and material effects. The course will focus especially on the constructions of bodies, bodies and social inequalities, bodies and normativity and social (dis)order, the embodiment of identities, bodies in health and disease, technology and consumer culture. We will look at how constructions of the body have far-reaching social and political implications, and we will analyze the body in relation to personhood, power relations, governance and agency in health and physical culture.
Exclusion: UNI472H
Prerequisite: PHE301H
Three lecture hours per week plus tutorials.

®PHE 410H Psychophysiology of Stress
This course will challenge the student to deal with the interrelationships between stress, health and physical activity. A holistic approach is taken to the integration of these concepts, to allow the student to better understand the mindbody relationship in the prevention of stress disorders and optimization of health. Selected stress management strategies and techniques will be analyzed, practised and evaluated.
Prerequisite: PHE301H
Corequisite: PHE325Y
Three lecture hours per week (including some practical, experiential classes)

©PHE 412H Aging, Health and Exercise
This course will examine the aging process, its effects on body function, the implications of aging for physical activity and the benefits of exercise for the aged. Special considerations for exercise testing and prescription, the psychological and sociological implications of aging, and special medical problems of the elderly will be discussed.
Prerequisite: PHE325Y
Three lectures per week.

®PHE 413H Adapted Physical Activity
This course will introduce students to the importance of, and effective ways of providing physical activity opportunities to individuals with a wide range of abilities. Attention will be paid to the physical, psychological and social supports that enable people with disabilities to adopt the active living lifestyle of greatest interest to them. The ability of physical activity professionals to include individuals with different abilities will be examined across a wide variety of physical activity settings (e.g., school physical education, community recreation, fitness training, coaching, etc.). Class activities will emphasize active discussion and student participation, and assignments will focus on the practical application of classroom information.
Prerequisites: ANA126Y, PHE209H, PSL200Y
Three lecture hours per week.

©PHE 414H Cellular Physiology and Biochemistry
This course introduces students to recent advances in exercise biochemistry and cellular physiology by examining metabolic regulation during exercise and various disease states. The acute and chronic responses to exercise, training and detraining will be examined. Special attention will be given to the impact of nutrition, supplements and various disease states on these responses.
Prerequisite: PHE325Y
Three lecture hours per week.

©PHE 415H Environmental Physiology
This course will cover topics about the interactions between organisms and their environment. How environmental factors such as heat, cold, altitude, etc. affect the body’s work capacity and performance will be discussed. In addition, the cellular and physiological adaptations that accompany acute and chronic exposure to stressful environments will be studied. Possible topics include: the stress response, exposure to extreme temperatures, the effects of altitude, space flight, oxidative stress, hyperbaria and pollution.
Prerequisite: PHE325Y
Four lecture hours per week.

©PHE 416H Theory of Athletic Conditioning for Health and Performance
In this course the theoretical basis of the adaptive responses to chronic physical activity and exercise training will be examined and applied to the design of specific programs of conditioning for health and performance.
Prerequisite: PHE325Y
Three lecture hours per week.

®PHE 418H Ethics and Issues in Physical Activity and Health
As a final required course for the BPHE degree, it will be an ethically oriented synthesis and conclusion to the physical education program. The major presupposition of this course is that graduates, who pursue careers in the broad fields of physical education and health school teaching, fitness and lifestyle counseling, coaching or research will be in a position of social responsibility, and may exercise considerable power over their students and clients. With such power goes considerable ethical responsibility. This course involves an investigation of our relationship to moral codes, a genealogical tracing of the events that have constituted us as ethical subjects, and a critical analysis of ethical decision making. Selected ethical situations will be analyzed, practiced and evaluated.
Prerequisite: PHE301H
Three lecture hours plus tutorials.

©PHE 419H Exercise Assessment and Prescription: Theory and Application
This course will give students the theoretical and methodological basis for the various approaches to exercise testing and the prescription of exercise across the population. Emphasis will be placed on the physiological and clinical applications for assessment and prescription in a number of disease states, as well as the healthy population. While the emphasis will be upon cardiovascular health, all parameters of fitness will be covered.
Prerequisite: PHE325Y
Two lecture and one laboratory hour per week.

©PHE 424H Physical Activity and Issues of Risk
This course provides an introduction to issues and perspectives associated with the risk of harm in physical activity. Presentations and case studies are used to examine the legal framework of negligence and liability; risk management strategies in coaching, teaching and clinical practice; occupational health and safety; crisis management, including relations with the police and media; and related contemporary issues such as human rights, equity and sexual harassment.
Prerequisite: PHE307H
Three lecture hours per week.

©PHE 426H The Role of Physical Activity In Girls’ and Women’s Health
This course draws upon previous course work in biophysical, behavioural and sociocultural 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.
Prerequisite: PHE325Y
Three lecture hours per week

©PHE 427H Exercise and Mental Health
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, 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.
Prerequisite: PHE200H/PHE 300H
Three lecture hours per week

©PHE 428H Exercise, Health and Nutrition
This course is designed to provide students with knowledge in nutrition as it applies to exercise, fitness, health and human performance. The course will include nutrition topics related to fuel utilization during exercise, performance and recovery, fluid and electrolyte principles, energy balance and bodyweight regulation for exercise and performance. In addition, nutritional issues related to health and fitness, nutrition and bone health, as well as ergogenic aids will be presented. Special topics may also be presented.
Prerequisite: PHE325Y
Four hours per week combination of lectures, seminars, tutorials and labs

©PHE 450Y Leadership Placement II
Placements have been designed, in cooperation with health, sport, recreation, fitness, and educational institutions, to provide you with supervised experience in a professional setting in your final year of the program. You will be encouraged to integrate and apply academic, activity, and leadership knowledge and skills to a field setting. Course readings, written assignments, classroom sessions, and tutorial discussions will be utilized to further your experience and understanding of professional practice/work and to promote a critical and reflective professional practice that integrates research and practice and addresses the interactions between individuals and social institutions. Each student will spend a minimum of 100 hours in a placement and will work closely with a mentor in the field by observing and participating as appropriate. Students will be encouraged to discover and develop their professional interests and capabilities, their feelings about themselves as developing professionals, and understandings of their relationship to the work world and the transition from critical pedagogy to critical practice. The holistic approach of this course will encourage you to consider several of the major theoretical issues discussed in previous courses within the context of work in our society and to consider alternative modes of practice that may lead to a more just society.
Prerequisites: You must have followed the appropriate pre-course procedures in the year preceding course enrolment, PHE 350H/PHE350Y, and instructor approval.
Classroom sessions average one and one half hours per week in addition to placement hours.

©PHE 490Y Advanced Research in Physical Activity and Health*
In this course students will have an opportunity to undertake research on a topic relating to the study of physical activity or 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 Student Research Day. 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 PHE490Y course or external equivalent.
Prerequisite: PHE390Y, a minimum B average in the area of interest, and an application process.

PHE 491H Independent Study In Physical Activity and Health*
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 Student Research Day. Students may elect a total of no more than two half courses under PHE491H or external equivalents.
Prerequisite: Fourth year standing and a minimum B average in the area of interest.

*Notes: Regarding PHE490Y and PHE491H:
1. For permission to enrol a student must:
a) obtain course information from the Faculty’s information
services office
b) find a faculty advisor**
c) complete the Advisor Application Form
d) obtain the Advisor’s and Co-ordinator’s signature on the
application.
Students must complete steps a) to d) and register by last date to enrol in F, H, Y and S courses.
2. Funding may be available to subsidize some costs of PHE490Y/491H projects. See the course information package for application guidelines.
**Please note that each faculty member can accept only a limited number of students. It is advised that students contact potential advisors early.

Physical Activity Courses

The physical activity curriculum is an integral component of the education of physical and health education students. The activity courses have been designed to broaden one’s appreciation for the various environments in which physical activity takes place, and the demographic diversity that shapes physical activity. In a rapidly changing society, crucial skills for physical educators are the ability to learn practical skills of organizing, instructing and demonstrating; sensitivity to gender and cultural differences; and adaptability and flexibility in the creative use of space, facilities and environments. Specifically, the physical activity courses are designed to help students:

• Increase their ability to impart the joys of physical activity
  
• Understand the health implications of physical activity
  
• Develop their leadership skills
  
• Improve their performance skills in a broad range of physical activities
  
• Develop students’ skills of inclusion
  
• Transfer theoretical knowledge into a wide variety of practical settings
  

In each year, students take one required core rotation, which is graded and counts towards grade point averages. Students are required to successfully complete Year I physical activities before proceeding to upper year activities.

The physical activity courses are held in the Faculty’s Athletics and Physical Education Centre (AC) as well as fields, Varsity Arena and Field. The AC provides physical education students with four gyms, International squash courts, two swimming pools, Field House with a 200-metre indoor track and four multi-purpose courts, Strength and Conditioning Centre, fencing salle, indoor golfing facility, and a dance studio.

Safety
Both instructors and students have a major responsibility to ensure the safety of activity courses and this is regarded as an important aspect of the total learning experience. In the event that an accident should occur, it is the responsibility of the student and the instructor concerned to ensure that an accident report is completed and filed, with a copy to the Registrar, Undergraduate Program. Faculty regulations require that proper safety equipment and appropriate attire be worn while participating in a physical activity.

®Year I: PAC 100Y The Basic Rotation
Taken together, aquatics, dance, gymnastics, the combination of run/jump/throw and the principles of fitness include the components of virtually every modern form of physical activity. For this reason, they comprise the foundation for the B.P.H.E. activity program. The emphasis of this rotation is on student participation, the learning of basic movement forms and the understanding of the principles of fitness.

Basic Dance
The dance component of the basic rotation is designed for students to explore the dynamics of dance: space, time and energy. By utilizing the style and structure of folkdance to classical dance, students will have the opportunity to develop their own creativity through movement principles and ideas.

Basic Run/Jump/Throw
The run/jump/throw component introduces students to the fundamental technical skills of running, jumping and throwing and the training necessary for their successful and enjoyable execution. Students explore how these skills are incorporated into more complex sports activities.

Basic Gymnastics
This course is designed to introduce students to the basic movements associated with gymnastics. Students will be provided with the experience of working on the various events: floor exercise, vault, uneven bars, rings, horizontal bar, pommel horse, balance beam, and parallel bars. In addition to the learning of basic skills, students will be introduced to the composition of basic routines.

Principles of Fitness Level I
This course is based upon understanding the five principles of fitness endurance, speed, flexibility, power and strength. Students will be introduced to different methods of testing and improving their own physical fitness in these five areas.

Basic Swim*
This section of the basic rotation is designed for those students with little or no previous swimming experience. Upon completion of the course, students should be comfortable in deep water and will have some knowledge of the various swimming strokes and aquatic activities.

Basic Aquatics*
This section introduces students who feel comfortable in the water to the many enjoyable forms of aquatic activity, including swimming, synchronized swimming, aquafit, water polo and spring­board diving.

*Note: All students will be screened for their swimming abilities prior to the first class. Students will be assigned to the appropriate aquatic’s sections according to their swimming abilities.

®Year II: PAC200Y Skill Development Rotation
The sport skills rotation will consist of activity units from the following:

• "racquet skills” - badminton, squash and tennis
  
• "field game skills” - field hockey, soccer and football
  
• "gym or arena games” - volleyball, basketball, floor and ice hockey
  
• "individual activity skills” - track & field, dance, gym/trampolining, aquatics and golf

Students will choose from eight sections which may include one activity from each of the four groups. The objective of this rotation is to develop the student’s competencies with the basic skills in a range of physical activities. These courses will be instructor driven and delivered by the expert coaches and instructors within the Faculty. The emphasis of this rotation will be on the learning and performance of various sport skills.

Note: All sticks and racquets will be provided. Personal safety equipment (protective eyewear, hockey pads, white-soled shoes,etc.) must be provided by the student.

®Year III: PAC300Y Movement Principles and Inclusion
The objective of this required rotation is to enhance the understanding of the principles of movement education through the use of various physical activities and applications of body awareness, space, strength and fitness training. This rotation will primarily be instructorled but students will have ample opportunities to demonstrate their leadership skills in different settings.

Principles of Fitness Level II
This course will be a practical enhancement of the five principles of fitness studied in Year I. Students will develop and experience a wide variety of physical activities with emphasis on understanding the benefits of resistance training, flexibility exercises and weight training in a safe environment. Specific performance improving techniques, strategies and methodologies will be incorported into this unit from a practical perspective.

Movement and Health: An Introduction
In this rotation, students are introduced to four approaches to somatic movement education: Pilates, the Feldenkrais® Method, Yoga and T’ai Chi Ch’uan. These gentle “bodymind” approaches emphasize dynamic awareness and integration; while restoring and improving function, health, and ease in movement. Students will sample each of these methods as well as research and present a related topic to the class.

Pedagogy
The focus of Pedagogy relates to all educational interventions in the area of human movement, physical activity and sport. It can also be related to the areas of teaching and coaching of individuals and teams, teacher and coach education and training, and curriculum content. This course will examine a wide range of practical and theoretical issues focusing closely on good practice, communication and organizational skills. Students will gain presentation experience in applying theoretical knowledge to a variety of fields and populations.

Introduction to Inclusion
This course will promote the abilities of students in physical education and health to recognize and eliminate barriers to participation. Key points of focus will include; bullying, cliques, individual ability based approach, homophobia, personality and motivation. Areas identified are vital to students’ understanding in promoting inclusive environments. Students will identify their role in reducing potential barriers to participation and active living.

Advanced Sport Instruction
The focus is to advance skills, techniques and tactics in the following activities: aquatics, badminton, basketball, soccer, squash, and volleyball. This course will build on work completed in PAC200Y. Students must have completed a PAC200Y rotation unit which corresponds with their chosen activity or be able to demonstrate an adequate skill level as determined by the instructor in the first class.

®Year IV: PAC400Y Diversity in Physical Activity
The fourth year required rotation is a culmination of activities studied in the first three years and applied to different populations and groups within our society. There are three core units, each one centred around the playing, organizing and enjoyment of participating in physical activity in a variety of settings. These are:

• Games - which combines co-operative games with games from different cultures
  
• Adapted Games on land and water for special populations
  
• Organizational and management skills for peer group activities

Students must then choose one activity from either Dances of the World, Fitness Leadership or Fitness for Active Healthy Aging. All activities are based around introductory lectures from instructors followed by student led group presentations. Issues such as inclusion and multicultural issues as related to different populations will be discussed. This course is a preparation for students going out into the world to enhance individual and social well being through physical activity and health.

Outdoor Projects

The outdoor projects form an important and unique component of the curriculum. The objectives of these courses are to provide students with a sequence of learning experiences related to outdoor activity, which emphasizes skill development, awareness of the environment, and leadership in an outdoor setting. Students must complete three courses in total; the first two courses are mandatory, and the third must be chosen from three options. The required courses taken in Year I and II provide a sequential learning experience designed to prepare students for the optional courses taken in the upper years. The basis of learning in these courses follows that of experiential education.

In this regard, students are directly involved in practical activities lead by experienced instructors. The expectation is that students will acquire fundamental skills related to the outdoors which will enable both competency in all instructional activities which form the outdoor projects’ curriculum, and independence in many other skills which enhance participation in the natural environment, and life skills which relate to leadership, co-operation, team work and problem solving.

The five outdoor projects offered to the students in the B.P.H.E. program include:
®Year I ODP 100H Introduction to Outdoor Physical Activity and the Environment
®Year II ODP 200H Advanced Outdoor Education
®Year III Requirement ONE of:
©ODP 300H Advanced Canoe Tripping
©ODP 301H Advanced Water Navigation-White Water Canoeing
©ODP 302H Fundamentals of Winter Camping

A unique feature of the outdoor projects is the degree to which senior students are involved in the planning and instruction of the program. Students who are qualified for instructing the activities offered in ODP 100H/200H are selected as camp counsellors and assist in the planning and instruction of these courses. Students are selected based upon their previous experience and recognized leadership qualities. One or two senior students are chosen to coordinate these courses. This system of student based teaching provides the undergraduate class a significant opportunity for leadership and input in the outdoor projects. Because the senior students (Year III/IV) assume a leadership role in this aspect of the curriculum, they represent a key component in the success of the outdoor projects, and are exemplars to the younger students with respect to leadership and responsibility.

®ODP 100H Introduction to Outdoor Physical Activity and the Environment
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.

®ODP 200H Advanced Outdoor Education
This project will provide a more in-depth opportunity for the student to relate to the natural physical environment. Students will develop skills in navigation and map reading through participation in orienteering, and in planning and organizing a twoday canoe trip. Additional skills related to leadership in outdoor education will be emphasized.
Prerequisite: ODP 100H

©ODP 300H Advanced Canoe Tripping
This optional project follows logically from ODP 200. Skills and experiences are provided at a more advanced level, and are then applied during a four-day wilderness travel venture by canoe. Emphasis will be placed on developing leadership skills in outdoor recreation. Fulfils third year requirement.
Prerequisite: ODP 200H

©ODP 301H Advanced Water Navigation - White Water Canoeing
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 3rd year requirement.
Prerequisite: ODP 200H

©ODP 302H Fundamentals of Winter Camping
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.
Prerequisite: ODP 200H