Courses Available for Assessment

a. Physical Education Activity/Analysis Courses 

A number of the Physical Education Activity/Analysis courses are available for PLA. The assessment of the PLA candidate will include, but not be limited to, proficiency in skill competency, playing experience, coaching/teaching experiences; officiating; and leadership roles. Please examine the specific requirements for each course. 

b. Physical Education Theory Courses

A number of the Physical Education Theory courses are available for PLA. The assessment of the PLA candidate will include, but not be limited to, satisfactory experiences related to the course learning outcomes as determined by the instructor. Please examine the specific learning outcomes for each course.

Physical Education Activity/Analysis Courses - Details of Requirements

PHED 105 – Soccer

An introduction to the rules, skills, tactics, strategies, methods of analysis and instruction of soccer.  The successful candidate will demonstrate:

  1. Knowledge of the laws of soccer.
  2. An understanding and application of basic sport science principles in the analysis and development of soccer skills.
  3. Knowledge of individual and team concepts as well as offensive and defensive strategies that contribute to effective performance in soccer.
  4. An understanding and an application of a variety of teaching progressions and instructional strategies specific to the game of soccer.
  5. Knowledge in observational analysis, and be able to detect and correct errors both individual technical and tactical game performance.

The assessment of the PLA candidate will include but not be limited to proficiency in the following areas:

Activity Experience

  • Demonstrated skill proficiency
  • Minimum 5 years experience
  • Participation at the High School, Regional Rep, Varsity, Senior or Provincial level

Experience as an instructor in the activity

  • Recognized soccer school
  • Parks and Recreation summer camps
  • Instructional workshops, conferences, and clinics

Coaching Certification

  • Level 1 NCCP Theory
  • Level 1 NCCP Technical – Soccer
  • Level 1 NCCP Practical – Soccer
  • Member BC Soccer Association

Coaching Experience

  • Minimum 2 years School or Youth Soccer

Officiating

  • Minimum Class 4 Referee

Leadership

  • Experience working at or organizing a tournament or event
  • Soccer board member, executive member or convener

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PHED 107 - Badminton

An introduction to the rules, skills, tactics, strategies, methods of analysis and instruction of badminton. The successful candidate will demonstrate:

  1. A basic proficiency in the fundamental skills of badminton.
  2. An understanding of the basic strategies utilized in singles, doubles and mixed doubles.
  3. Knowledge of the rules of badminton as a spectator, player and umpire.
  4. Knowledge of scoring techniques and tournament play.
  5. The ability to break down, analyze and understand fundamental stroke mechanics.
  6. The ability to teach all basic skills required in badminton.

The assessment of the PLA candidate will include but not be limited to proficiency in the following areas:

Activity Experience

  • Demonstrated skill proficiency
  • Minimum three years playing experience
  • Participation at high school, college, provincial or national team level
  • Participation in a minimum of three BCBA ranking tournaments

Experience as an Instructor in the activity

  • Experience instructing in school system
  • Experience instructing at development camps
  • Experience instructing at Regional Training Centre

Coaching Certification/Experience

  • Level 1 NCCP Theory
  • Level 1 NCCP Practical
  • Minimum two years coaching experience

Relevant Certifications

  • Member of Badminton BC

Officiating

  • Regional, Provincial or National officiating certification
  • Minimum two years of officiating experience

Leadership

  • Experience working at or organizing a tournament
  • Experience as a club executive member

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PHED 110 - Dance

An introduction to folk, western and ballroom dancing, emphasizing fundamentals of dance, applications and role of dance in physical education and recreation programs. The successful candidate will demonstrate:

  1. Basic movement and dance concepts.
  2. Personal and professional appreciation for movement and dance.
  3. The ability to expose the students to a range of dance forms from the following: western, folk, social, square, and creative.
  4. The acquisition of basic dance competency through involvement in practical learning experiences.
  5. An awareness of and practice in movement observation and analysis.
  6. An understanding of the potential of dance and dance related activities within Physical Education/Recreation and Leisure.
  7. Various leadership techniques within dance and to have an opportunity to plan and lead dance experiences.
  8. The ability to discuss issues related to dance and culture.
  9. Critical thinking with respect to dance and culture.
  10. An awareness of the aesthetic value of dance.
  11. The ability to increase multi-cultural awareness through an integrated experience.
  12. Cooperation, small group learning, and teamwork.

The student may demonstrate proficiency in the following areas:

  • Experience as an instructor in one or more of the following dance forms – western/line, folk or ethnic, social or creative dance. This experience may be with adults or children in a variety of environments i.e.: recreation centre, YM/YWCA, Youth Camp.
  • Coaching Experience may involve the supervision of sport dance sessions for competitive or recreational purposes or coaching gymnastics either Artistic or Rhythmical.
  • Relevant certification or formal training in one ore more dance forms beyond recreational participation.
  • Leadership includes organizing of dance experiences, setting up equipment, supervising or monitoring a dance event.
  • Activity experience in dance forms that include exposure to dances in two of the four forms listed – Western, Ethnic, Social or Creative.

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PHED 112 - Swimming

To ably demonstrate and have:

  1. Knowledge of lifesaving skills.
  2. Knowledge in observational analysis and be able to detect and correct errors in the biomechanics of swimming and lifesaving skills.
  3. Understanding and an application of a variety of teaching progressions and instructional strategies specific to aquatics.
  4. Knowledge of aquatic emergency care and understand its applications to aquatic situations.
  5. Knowledge of Lifesaving Society of Canada and its award programs.

Activity Experience

  • Guard at pool – municipal/private/summer camp
  • Coach recognized swim club
  • Senior swimmer for recognized swim club

Experience as an instructor in the activity

  • Active teaching in either Lifesaving Society of Red Cross. Teaching higher Level L.S.S. i.e.: Bronze Medallion, Bronze Cross preferred
  • Experienced instructing at summer camps, community aquatic facilities, or private aquatic facilities

Certification/L.S.S./Red Cross/Coaching

  • Red Cross Water Safety Instructor or Lifesaving Society Instructor (current)
  • National Lifeguard Services (N.L.S.)
  • Bronze Cross
  • Level 1 (NCCP) Technical (swimming)

Relevant Certifications

  • St. John's Ambulance
  • Wilderness First Aid
  • C.P.R. Certification
  • Official Competitive Swimming
  • Syncro Swimming Certification

Officiating/Examiner

  • Examiner Lifesaving Society/Red Cross
  • Minimum 2 years experience (competitive)

Leadership

  • Administrator Aquatic Programming
  • Meet Director/Organizer competitive swimming

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PHED 116 Winter Activities, Skiing and Snowboarding

An introduction to the mechanics, equipment, organization, group control and instruction of skiing and snowboarding.

The successful candidate will demonstrate:

  1. a basic understanding of all aspects of skiing and boarding performance.
  2. knowledge of etiquette and regulations on and off the hill and trail systems.
  3. knowledge of detection and correction of performance errors in skiing and boarding.
  4. a basic understanding of group control and trip organization for ski and boarding outings.

Activity Experience

  • Participation in skiing and boarding for a minimum of two season
  • Participation in teaching or coaching one or more disciplines
  • Demonstrated competency on skis and a board on expert terrain
  • Participation in organized racing or other competition in one or more disciplines at an expert level

Experience as an instructor in the activity

  • Minimum of the equivalent of Level 1 instruction in Alpine skiing, boarding or Nordic skiing.
  • Experience in instructing in one or more disciplines

Coaching Experience

  • Coaching or assisting with coaching Nordic, or Alpine skiing or snowboard racing, bordercross, half pipe or big air

Relevant Certifications

Recommended certification in one of the following areas:

  • Level 1 Alpine
  • Level 1 snowboarding
  • Level 1 Nordic skiing
  • Level 1 coaching in one of the above disciplines

Officiating

  • Certification in or knowledge of rules pertaining to Alpine ski racing, snowboarding competitions or Nordic racing

Leadership

  • Experience in organizing and leading school or club trips
  • Experience in organizing and leading recreational trips
  • Experience in organizing and leading clinics and symposia

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PHED 120 - Volleyball

An introduction to the rules, skills, tactics, strategies, methods of analysis and instruction of volleyball. The successful candidate will demonstrate:

  1. A understanding of all aspects of the game of volleyball.
  2. The essential skills needed to play volleyball as well as creating opportunities to teach others the same essential skills.
  3. An understanding of general team concepts such as service reception patterns as well as offensive and defensive systems important to successful play.
  4. A knowledge of the rules of the game and an understanding of the scorekeeping process.
  5. The practical application of creating a lesson or practice plan.
  6. Knowledge in observational analysis of volleyball skills and team play.

Activity Experience

  • Playing experience (minimum 4 years)
  • Participation on a Provincial Team (Team BC) and CCAA or CIS Program
  • Skill proficiency

Experience as an instructor in the activity

  • Experience instructing at camps or clinics (indoor/outdoor)

Coaching Experience

  • Coaching experience (minimum 2 years) High School or Club

Relevant Certifications

  • Level 1 NCCP Certification - Technical
  • Officiating Certification

Officiating

  • Official Certification (Local, Provincial preferred)
  • Officiating experience (minimum 2 years)

Leadership

  • Experience organizing and leading tournaments (indoor/outdoor)
  • Experience organizing and leading recreational or competitive programs (leagues/tournaments – indoor/outdoor)
  • Experience organizing and leading volleyball clinics (indoor/outdoor)

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PHED 126 - Basketball

An introduction to the rules, skills, tactics, strategies, methods of analysis and instruction of basketball. The successful candidate will demonstrate:

  1. Knowledge of the rules and regulations of basketball.
  2. An understanding and application of basic sport science principles in the analysis and development of basketball.
  3. Knowledge of individual and team concepts as well as offensive and defensive strategies that contribute to effective performance in basketball.
  4. An understanding and an application of a variety of teaching progressions and instructional strategies specific to the game of basketball.
  5. Knowledge in observational analysis, and be able to detect and correct errors both individual technical and tactical game performance.

Activity Experience

  • Demonstrated skill proficiency
  • Minimum 4 years competitive playing experience at the varsity, senior or provincial level

Experience as an instructor in the activity

  • Recognized basketball school or program
  • Parks and Recreation summer basketball camps
  • Instructional workshops, conferences and clinics

Coaching Certification/Experience

  • Level l NCCP Theory and Level 1 NCCP Technical
  • Level 2 NCCP Technical or Level 2 NCCP Theory
  • Minimum 3 years coaching experience

Relevant Certifications

  • Member of Basketball BC Association
  • See Coaching Certification/Experience
  • See Officiating

Officiating

  • Registered BC Basketball Official
  • Minimum 2 years experience

Leadership

  • Experience organizing and running tournaments or events
  • Basketball BC board member, executive member or convener

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PHED 130 - Tennis

An introduction to the rules, skills, tactics, strategies, methods of analysis and instruction of tennis. The successful candidate will demonstrate:

  1. A basic proficiency in the fundamental skills of tennis.
  2. A basic understanding of the rules and etiquette of tennis.
  3. Knowledge in “singles” and “doubles” strategies as well as offensive and defensive strategies important to successful play.
  4. An understanding and apply basic sport science principles in the analysis of tennis skills, specifically detecting and correcting errors in individual and team technical and tactical skills.
  5. The ability to apply, and present a variety of teaching progressions and instructional strategies specific to the game of tennis.

Activity Experience

  • Demonstrated skill proficiency
  • Minimum 3 years playing experience
  • Participation at a high school, varsity, regional rep, senior or provincial level
  • Participation in at least 3 Tennis BC ‘B’ Tournaments
  • 3.5 level provincial ranking

Experience as an instructor in the activity

  • Experience instructing at summer camps
  • Experience instructing at workshops
  • Experience instructing at conferences
  • Experience with developmental programs such as “micro tennis” and “mini tennis” programs

Coaching Certifications/Experience

  • Level 1 NCCP Theory
  • Level 2 NCCP Theory
  • TennLevel 1 NCCP Technical – Tennis
  • is Canada - Instructor Level Certification
  • Level 1 NCCP Practical – Tennis
  • Minimum 2 years coaching experience

Relevant Certifications

  • Member Tennis BC
  • Level 1 NCCP Certification (see Coaching Certifications/Experience)
  • Tennis Canada Umpiring Certification (see Officiating)

Officiating

  • One of the following Tennis Canada Umpiring Certifications:
    • Tournament Director Level
    • Tournament Umpire Level
    • Roving Umpire Level
    • Lines Umpire Level
  • Minimum 2 years umpiring experience

Leadership

  • Experience working at or organizing a tournament/event
  • Experience as a board member, executive member, or convener of a tennis organization

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PHED 134 - Golf

An introduction to the rules, skills, tactics, etiquette, strategies, methods of analysis and instruction of golf. The successful candidate will demonstrate:

  1. A basic understanding of all aspects of the game of golf.
  2. Knowledge of the game’s rules and etiquette.
  3. Basic course management strategies.
  4. Knowledge in observational analysis, and be able to detect and correct errors in golf skill performance.

Prior Learning Assessment will be granted to anyone who has successfully completed the Canadian Professional Golfers Association’s ELITE (Enhanced Learning and Innovative Training and Education) program.

Activity Experience

  • Playing experience (min. 2 years)
  • Participation in at least 5 BCPGA Club Tournaments, College Tournaments, or High School Tournaments
  • Skill proficiency
  • CPGA Handicap (18 or less)

Experience as an Instructor in the Activity

  • Experience instructing under the watchful eye of a Class A Professional
  • Experience instructing at camps or clinics
  • Experience instructing/presenting at conferences or symposiums

Coaching Experience

  • Coaching experience at High school or Post-secondary level (min. 2 years)

Relevant Certifications

  • Member British Columbia Professional Golfers Association (BCPGA)

Officiating

Knowledge of the Rules of Golf

Leadership

  • Experience organizing & leading club tournaments
  • Experience organizing & leading recreational or competitive programs (leagues/tournaments)
  • Experience organizing & leading golf clinics
  • Golf Board Member, Executive Member, or Convener

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PHED 142 - Introduction to Canoeing and Kayaking

Introduction to the skills and theory of ocean and river kayaking, canoeing and river rafting.

The successful candidate will demonstrate:

  1. an understanding of current teaching practices in canoeing, kayaking and rafting.
  2. an understanding of concepts of water sports as practical academic and leisure time physical activities.
  3. the fundamental skills of paddling flat water, moving water and sea kayaking in open canoes, kayaks and rafts.
  4. the rescue techniques and safety considerations.
  5. experience in trip preparation, hazard identification, navigation and other skills relevant to paddling.

Activity Experience

  • Paddling experience (minimum 10 days in each discipline in the past 2 years open canoe, sea kayak, river kayak, river rafting
  • Participation in one race (marathon, ww, slalom or d.r., or freestyle) open ocean, flat water, K1
  • Demonstrated ability in open Canadian solo, sea kayak and river kayak, basic strokes, braces, recoveries and re-entries
  • Professional guiding.

Experience as an instructor in the activity

  • Experience instructing basic paddling skills at camps
  • Schools
  • Clinics
  • Symposia

Coaching experience

  • Coaching or assisting coaching flat water, marathon, white water slalom or wild water or open ocean racing canoeing or kayaking

Relevant certifications

Recommended certification in one of the following areas:

  • White water kayaking
  • Sea kayak guiding or instruction
  • Open canoe guiding or instruction
  • Marathon canoeing
  • River rafting certification

Officiating

  • Certification in, or knowledge of, rules pertaining to canoeing and kayaking competitions

Leadership

  • Experience organizing and leading club or school trips
  • Experience organizing and leading recreational trips
  • Experience organizing and leading clinics or symposia activities

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PHED 150 - Field Hockey

An introduction to the rules, skills, tactics, strategies, methods of analysis and instruction of field hockey. The successful candidate will demonstrate:

  1. A basic proficiency in the fundamental skills of field hockey.
  2. Knowledge in basic skills in a game situation.
  3. Knowledge in team concepts as well as offensive and defensive strategies important to successful play.
  4. An understanding of the rules of the game of field hockey.
  5. An understanding of teaching progressions and instructional strategies specific to the game of field hockey.
  6. An understanding of teaching progressions and instructional strategies specific to the game of field hockey.
  7. An understanding of basic sport science principles in the analysis of field hockey skills, specifically detecting and correcting errors in individual technical and team tactical skills.

Activity Experience

  • Demonstrated skill proficiency
  • Minimum 3 years playing experience
  • Participation at a high school, varsity, regional rep, senior or provincial level

Experience as an instructor in the activity

  • Experience instructing at summer camps
  • Experience instructing at workshops
  • Experience instructing at conferences
  • Experience with developmental programs such as “mini hockey” and the “grasshopper” programs

Coaching Certifications/Experience

  • Level 1 NCCP Theory
  • Level 2 NCCP Theory
  • Level 1 NCCP Technical – Field Hockey
  • Level 1 NCCP Practical – Field Hockey
  • Minimum 2 years coaching experience

Relevant Certifications

  • Member BC Field Hockey Federation
  • Level 1 NCCP Certification (see Coaching Certification/Experience)
  • Field Hockey Canada Umpiring Certification - Provincial B Level (see Officiating)

Officiating

  • Field Hockey Canada Umpiring Certification - Provincial B Level
  • Minimum 2 years umpiring experience

Leadership

  • Experience working at or organizing a tournament or event
  • Experience as a board member, executive member, or convener of a field hockey organization

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PHED 154 - Softball

An introduction to the rules, skills, tactics, strategies, methods of analysis and instruction of softball. The successful candidate will demonstrate:

  1. A basic proficiency in the fundamental skills of softball.
  2. An understanding of the offensive and defensive strategies in softball.
  3. Knowledge of the rules of play, terminology, officiating, and scoring of the game of softball.
  4. Knowledge of a variety of teaching progressions and teaching skills in the game of softball.
  5. An understanding of basic sport science principles in the analysis of skill in the game of softball.

Activity Experience

  • Demonstrated skill proficiency
  • Minimum 3 years playing experience in Fast Pitch
  • Participation at a high school, varsity, regional rep, senior or provincial level in any of Fast Pitch, Orthodox, or Slow Pitch

Experience as an instructor in the activity

  • Experience instructing at summer camps
  • Experience instructing at workshops
  • Experience instructing at conferences
  • Experience with developmental programs such as b-ball, t-ball, peanuts

Coaching Certifications/Experience

  • Level 1 NCCP Theory
  • Level 2 NCCP Theory
  • Level 1 NCCP Technical – Softball
  • Level 1 NCCP Practical – Softball
  • Minimum 2 years coaching experience

Relevant Certifications

  • Member Softball BC
  • Level 1 NCCP Certification (see Coaching Certifications/Experience)
  • Softball Canada Umpiring Certification - Level 1 (see Officiating)

Officiating

  • Softball Canada Umpiring Certification - Level 1
  • Minimum 2 years umpiring experience

Leadership

  • Experience working at or organizing a tournament or event
  • Experience as a board member, executive member, or convener of a softball organization

Physical Education Theory Courses - Details of Requirements

PHED 200 - Introduction to Study of Sport

The course focuses on helping the student understand the foundations of the academic discipline, career options, methods of inquiry, and cultural, social and historical implication of current issues in sport as they influence Canadian culture. Students are encouraged to develop and apply critical thinking skills in analysing ethical issues affecting sport in athletic, educational, commercial, recreational, professional and international settings.

It is hoped that through examining controversial issues that affect our society students will be able to explore appropriate behavioural options in coaching, teaching, and managing sport that are sensitive to relevant changes in Canadian culture.

Learning Outcomes

  • Knowledge of the influence of sport on contemporary Canadian society
  • Knowledge of the value of sport participation in Canada and the organizational structure that fosters participation
  • Knowledge of the academic discipline and related areas of study
  • Knowledge of career options and methods of preparing for work in the field and job searches
  • Knowledge of procedures followed when conducting meaningful social science research related to sport in Canada
  • Knowledge of trends influencing the direction of schools systems and teaching as a profession
  • Knowledge of the concepts of play, leisure, recreation and games as they influence sport in Canadian culture
  • Knowledge of contemporary issues in sport including but not restricted to the following: children’s participation, women’s issues, drugs and violence in sport, the law and sport, sport and politics, Canadian sport structures, coaching and teaching practice, ethics, role modelling, politics and sport, sport as a commodity, sport in the future.

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PHED 201 - Human Anatomy

This course is a basic introduction to human anatomy. All course activities will focus on helping the student better understand the human body. Acquisition of basic anatomical facts is essential to the study of anatomy, however, it is important for students to critically think and develop the ability to solve practical, real life problems related to the knowledge they have acquired. It is hoped that through an understanding of the body a more healthy and productive life can be enjoyed.

Learning Outcomes

  • Knowledge of the structural organization of the major systems of the human body, list the representative organs of each system, and describe the functions of each system
  • An understanding of the fundamental connection between structure and basic function for each studied cell, tissue, organelle, organ, and major system of the body
  • Knowledge and appreciation of the importance of the study of human anatomy as a foundation for further study in allied health, physical education, kinesiology, biomechanics, motor learning, growth and development and physiology
  • Demonstrate an understanding of the relationship between structure (anatomy) and function (physiology) for the human body
  • Demonstrate the use of current anatomical terminology when describing the human body
  • Knowledge and appreciation of the value of anatomy to understanding the human body so a more healthy and productive life can be enjoyed
  • Demonstrate the ability to think critically when applying anatomical knowledge to practical and relevant examples from the discipline

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PHED 202 - Dynamics of Motor Skill Acquisition

This course is an introduction to motor skills acquisition, the variables that influence the learning and performance of motor skills, and an investigation into psychological perspectives of sport and physical activity.

Learning Outcomes

  • To examine the relationship between skill acquisition and practice, relating this to teaching methodology
  • To examine the variables which influence the learning and performance of motor skills
  • To examine practice considerations in order to design and structure an effective practice
  • To provide applied experience of theory to practice
  • To examine individual differences of the human performer
  • To examine the social psychological principles in the study of human behaviour associated with performance management in sport and physical activity
  • To promote critical thinking in the area of motor learning and sport psychology

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PHED 220 - Human Physiology II

Physiology is the study of the function of the human body. Physiology involve both the physical and chemical (chemistry, biochemistry) properties of the body acting together in a coordinated manner within the body’s cells, organs, tissues and systems. In Physiology 220, the student will study the functions of the nervous, endocrine, renal, cardiovascular, respiratory, and digestive systems as well as their working relationship to each other. The functions of these systems in response to exercise are also discussed.

Learning Outcomes

  • Develop a vocabulary of physiological terms relative to the human body
  • Demonstrate the ability to identify the important anatomical structures in each of the physiological systems
  • Understand the physiological processes of the stated systems
  • Describe the interrelationships between anatomy and physiology in each of the organ systems listed
  • Explain the principle of homeostasis and its application to the control systems of the body
  • Demonstrate and appreciate how the organ systems interact to maintain homeostasis in the human body
  • Describe how each system responds to the acute and chronic effects exercise
  • Understand basic laboratory procedures used to evaluate function of each physiological system

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PHED 230 - Active Health

This course explores the nature of Active Health from an individual perspective. The focus is on creating positive change and helping people choose healthy and fit lifestyles. An emphasis is placed on taking control of personal behaviour as part of permanent lifestyle change. A central objective is to educate the student so they can implement self-management skills related to healthy lifestyles. Health is viewed multi-dimensionally with reference to mental, emotional, spiritual, social and physical.

Learning Outcomes

  • Knowledge of personal responsibility and choice of personal wellness
  • Demonstrate principles of creating change for one’s optimal wellness
  • Knowledge of wellness in North America as compared to wellness around the world (cultural wellness)
  • Knowledge of complimentary medicine and its place in the western medical model
  • Knowledge of contemporary issues in wellness
  • Knowledge of nutritional choice and its impact on the individual and the planet
  • Knowledge of trends in wellness from both a historical and contemporary basis
  • Knowledge of the mind/body relationship (psycho neuroimmunology and its importance in individual wellness)
  • Knowledge of stress, stress management and mental health
  • An understanding of major lifestyle diseases, cardiovascular disease, cancer, hypokinetic disease, diabetes, obesity, addiction and sexually transmitted diseases
  • Knowledge of concepts in health promotion and health teaching methods for elementary grade children
  • Knowledge of appropriate preparation for safe and healthy physical activity
  • Knowledge of the principles applied to optimal levels of physical activity
  • Knowledge of health benefits related to physical activity
  • Knowledge of cardiovascular, flexibility and muscular fitness and its relationship to health benefits
  • Knowledge of nutrition and body composition
  • Knowledge of the role of exercise and its application to wellness
  • Knowledge of global wellness, environmental issues and consumer action
  • Demonstrated ability to think critically when applying wellness knowledge to practical and relevant examples from discipline

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PHED 260 - Sport, Leisure and Physical Activity in Canadian Society

  • Under development

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PHED 280 - Growth and Motor Development

This course is a basic introduction to Growth and Motor Development. The course emphasizes a lifespan perspective in regards to growth and motor development from womb to tomb. Particular emphasis will be placed on the first two decades of life. Students will be encouraged to develop and apply critical thinking skills in analysing contemporary, historical, ethical and developmental issues. The students will be provided with a strong basic foundation along with the most current information in growth and motor development.

Learning Outcomes

  • Knowledge of research methods related to growth and motor development
  • Knowledge of developmental differences in motor aptitudes of children and adults
  • Knowledge of current trends and issues in growth and motor development
  • Knowledge of dynamical systems perspective as applied to growth and motor development
  • Knowledge of the relationship of physical growth to motor development
  • Demonstrated use of current growth and development terminology when describing core concepts
  • Demonstrated ability to think critically when applying growth and development knowledge to practical and relevant examples from discipline
  • Knowledge and appreciation of the value of growth and development in relationship to personal development
  • Knowledge of application in relationship to movement pedagogy and coaching
  • Knowledge of dependent relationship of cognitive and motor development, social and motor development and perceptual and motor development
  • Knowledge of factors that affect early development such as early stimulation, prenatal developmental concerns, critical learning periods and deprivation
  • Knowledge of physical change and movement across the lifespan
  • Knowledge of assessing motor development and implementation of a program

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PHED 351 - Human Wellness

This course explores the nature of Human Wellness from an individual, global and holistic perspective. Health is viewed multi-dimensionally with reference to physical, mental, emotional and spiritual wellness. A focus on the importance of individual awareness and responsibility leads to critical thinking and application of wellness to self. Emphasis will be placed on the ability to adapt, evolve and change in order to build a positive self-image. Students on completion should be able to identify wellness factors and their applications, which lead to a healthier and more enjoyable life. Particular emphasis will also be placed on wellness and school aged children.

Learning Outcomes

  • Knowledge of personal responsibility and choice of personal wellness
  • Demonstrate principles of creating change for one’s optimal wellness
  • Knowledge of wellness in North America as compared to wellness around the world (cultural wellness)
  • Knowledge of complimentary medicine and its place in the western medical model
  • Knowledge of contemporary issues in wellness
  • Knowledge of nutritional choice and its impact on the individual and the planet
  • Knowledge of trends in wellness from both a historical and contemporary basis
  • Knowledge of the mind/body relationship (psycho neuroimmunology and its importance in individual wellness)
  • Knowledge of stress, stress management and mental health
  • An understanding of major lifestyle diseases, cardiovascular disease, cancer, hypokinetic disease, diabetes, obesity, addiction and sexually transmitted diseases
  • Knowledge of concepts in health promotion and health teaching methods for elementary grade children
  • Knowledge of the role of exercise and its application to wellness
  • Knowledge of global wellness, environmental issues and consumer action
  • Demonstrated ability to think critically when applying wellness knowledge to practical and relevant examples from discipline

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References:

Joerin, Carol (1998), Prior Learning Assessment Faculty Handbook

Kelly, Sharon (1999), PLA in Tourism and Recreation – Pilot Project, Vancouver Island University.

Koening, Chelene and Wolfson, Gloria (1994), Prior Learning Assessment in British Columbia – An Orientation for Post Secondary Institutions, Burnaby: Open Learning Agency Press

Prior Learning Assessments, Baccalaureate Nursing Program, Vancouver Island University

“PLA Online” (2000) Open Learning Agency

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