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This course outlines historical and sociological developments in physical education and sport by examining significant periods in the history of physical education, and ways these have influenced current practices in physical education and sport. It examines sociological factors affecting individual participation in physical activity, explores elements of the coaching process, and provides an interpretive and critical perspective from which to analyse the whole movement culture.
Relate the significance of various periods of history and philosophy to the development of physical education and sportDemonstrate an understanding of the role, influence and significance of physical education and sport in historical and contemporary New Zealand societyExamine the significance of the modern Olympic Movement Define basic sociological terms, theories and concepts as they relate to physical education and sportDefine and describe the difference between play, games and sportIdentify and critique theories of playDiscuss and critique philosophies of physical education and sport coachingIdentify and examine coaching pedagogiesExamine psychological skills training theories and methods Evaluate parental influences in sport and discuss implications for the coaching process
EDPE111 or PE111 or (PE171 and PE181) or at least 18 points in EDUC courses.
Judy Bruce
Tammi Martin
Required Texts and ReadingsNo set text or readings are provided however students will be referred to a variety of readings during the courseRecommended Reading Blundell, N. & Mackay D. (1999). History of the Olympics. London: PRC Publishers.Coakley, J., Hallinan, C., Jackson, S., & Mewett, P. (2009) Sports in Society; Issues and controversies in Australia and New Zealand. NSW, Australia: McGraw Hill.Coakley, J. (2007). Sports in society: Issues & controversies. (9th ed). Boston, Ma: McGraw-Hill Higher Education.Collins, C. & Jackson, S. (Eds.). (2007). Sport in Aotearoa/New Zealand society. (2nd ed). Auckland, NZ: Thompson.Hodge, K. P. (2004). Sport motivation: Training your mind for peak performance. Auckland, N.Z.: Reed Publishers.Kidman, L., & Hanrahan, S. (2004). The coaching process: A practical guide to improving your effectiveness. (2nd ed.) Palmerston North, N.Z.: Dunmore Press.Kirk, D., Nauright, J., Hanrahan, S., Macdonald, D., & Jobling, I. (1996). The sociocultural foundations of human movement. South Melbourne: Macmillan Education Australia.Magill, R. A. (2001). Motor learning: Concepts and applications (6th ed.). Boston, Ma: McGraw-Hill.Maher, C. A. (2005). School sport psychology: Perspectives, programs, and procedures. London: Haworth Press.Mangan, J. A. & Nauright, J. (2000). Sport in Australasian society. London: Frank Cass Publishers.Mechikoff, R. A & Estes, S. G. (2006). A history and philosophy of sport and physical education. (4th ed.). Boston: McGraw-Hill.Nauright, J. N. (Eds.). & Chandler, T. J. L. (Eds.). (1996). Making men: Rugby and masculine identity. London: Frank Cass Publishers.New Zealand Olympic Committee. (2000). Understanding Olympism: Building a peaceful and better world through sport and the Olympic ideal. Wellington, NZ: New Zealand Olympic Committee.Schmidt, R. A. (1991). Motor learning and performance: From principles to practice. Champaign, Il: Human Kinetics Books.Schmidt, R. A., & Wrisberg, C. A. (2004). Motor learning & performance.(3rd ed.). Champaign, Il: Human Kinetics.Sirracos, C. L. (1984). The history of the Olympic games from the antiquity to the present time. Athens, GR: Eurotype.Weinberg, R. S., & Gould, D. (2003). Foundations of sport and exercise psychology (3rd ed.). Champaign, Il: Human Kinetics. Williams, J. M. (2004). Applied sport psychology: Personal growth to peak performance (4th ed.). Mountain View, Ca: Mayfield Publishing Co.JournalsJournal of Physical Education New ZealandThe Physical EducatorJournal of Teaching Physical EducationThe International Journal of the History of SportQuestSport Education and SocietySport in HistoryJournal of Sport and Exercise Psychology The Sport Psychologist
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All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to General Course and Examination Regulation J: Dishonest Practice and Breach of Instructions and the Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC, Courses, 2011
Grading ScaleFinal results for this course will be reported using: A+, A, A-, B+, B, B-, C+, C, D and EAssessment against progressive standards of achievementIn this course students are assessed against defined standards that describe progressive levels of achievement. The final grade for the course is calculated by averaging the grades obtained for each assessment task and taking into account the weighting assigned to each piece of work. In order to obtain on overall passing grade students are required to obtain a C grade or above for ALL assessment tasks in the course. See the Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC Courses, 2011 for further information on grades and criteria.In this course student performance is assessed in relation to defined standards that describe progressive levels of achievement. For these courses the following 10 point scale is used to report students’ achievement in course assignments and examinations.A+ = 85-100%A = 80-84%A- = 75-79%B+ = 70-74%B = 65-69%B- = 60-64%C+ = 55-59%C = 50-54%D = 35-49%E = 0-34%The criteria used to assess students’ work vary according to the type of assessment but usually include the quality of organisation, evidence of wide reading, the ability to select appropriate material, the clarity and relevance of argument and evidence, originality and style.For individual pieces of assessment, lecturers will generally use more specific criteria. However, the following broad definitions of grades on the scale may help students understand the standards used by lecturers.A/A+ = ExcellentWork is of outstanding quality in all respects.B+/A- = Very GoodWork is of a very high quality in most respects. It may fail to be outstanding in several criteria.B = GoodWork is of a reasonably high quality, meeting all of the criteria to a satisfactory standard.B-/C+/C = Fair to reasonableWork at this level is acceptable and just meets most or all of the criteria. D/E grades = Very WeakWork which is clearly deficient in almost all respectsWhen the required work has not been done or is not submitted by the specific deadline.
Attendance is a requirement of this course due to the interactive nature of the classes.
Students will be asked to complete Course and Teacher Evaluations using UCTL evaluative instruments. The Faculty of Education will conduct regular graduate surveys under the direction of the Dean of Education.
All course assessments are moderated within courses and selected courses assessments are moderated externally. A sample of your work may be used as part of the internal and external moderation process. Regular Validation Meetings monitor the distribution of final grades in courses and adjustments are made if necessary to ensure reasonable consistency and comparability of course grades.
Work is late if it is handed in after the due date, without an extension having been granted. Late work will not be marked.Please refer to the Assessment Guidelines for students. http://www.education.canterbury.ac.nz/documents/assessment_guidelines_for_students_09.pdf
Additional Costs: $20.00Other NotesStudents should refer to the booklet Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC for further information on course assessment
Participation in all class learning activities.
You are encouraged to plan your work so deadlines are met. Under exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) you may be granted an extension of the due date for an assignment. There is, however, a limit to the length of time that an extension can be granted. No assignment can be accepted once other students' marked assignments have been returned to them. A request for an extension should be made before the due date of the piece of assessment, in writing, either by email, fax or letter on the extension form provided in the course book or student net. In emergencies a phone call to the lecturer concerned would be appropriate. If you apply for an extension, you will be asked to supply a medical certificate or other relevant evidence of special circumstances (e.g. a letter from a counsellor). If you cannot meet these regulations because of extended illness or unusually exceptional circumstances you should consult with the Head of School.
In order to pass this course students must have passed all assessment events with a C grade or better. Students will have the opportunity to resubmit one failed piece of assessment that originally receive a mark between 40%-49%. The resubmission will receive a maximum pass grade of 50%. Resubmissions will not apply to any examinations held during the University of Canterbury examination periods.
Students should refer to General Course and Examination Regulation H: Aegrotat Consideration and Aegrotat Consideration: Procedures in the UC Policy Library
Please submit work to lecturer’s office. Assignment work will be returned to the student file in the gymnasium.
Domestic fee $873.00
International fee $4,033.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Sport and Physical Education .