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EDPE326-13X (C) General non-calendar-based 2013
Socio-cultural Aspects of Physical Education and Sport

28 points, 0.2333 EFTS
18 Feb 2013 - 17 Nov 2013
↓Other occurrences

Description

This course will extend and develop the knowledge students have gained in EDPE212: Historical and Sociological Developments of Physical education and Sport. It requires students to critically examine the relationship between physical education, physical activity and culture; and identify the dominant hegemonic practices in physical education which influence education programmes and how they are organised. Note: The modules The Culture of Physical Education and The Social Context of Physical Education and Sport are taught in the 4th year.

Learning Outcomes

•Identify and critique sociological theories which examine socio-cultural issues in physical education and sport.

•Critically analyse how knowledge in physical education is developed.

•Critically analyse issues related to professional practice in physical education through an examination of the hidden curriculum.

•Determine how physical education in educational settings can be an empowering and emancipatory experience for diverse learners by examining a range of socio-cultural pedagogies in physical education.

Pre-requisites

EDPE212 or PE212 or (PE175 and PE226 and PE315) or (PE175 and PE226 and EDPE381)

Equivalent Courses

Timetable

Lectures
Streams Day Time Where Notes
Stream 01 Monday 3:00pm-5:00pm Education Gym 101 8 Jul - 11 Aug
Monday 3:00pm-5:00pm Wheki 302 18 Feb - 17 Mar,
29 Apr - 23 Jun,
14 Oct - 17 Nov
Wednesday 9:00am-11:00am Education Gym 101 8 Jul - 11 Aug
Wednesday 9:00am-11:00am Wheki 202 18 Feb - 17 Mar,
29 Apr - 23 Jun,
14 Oct - 17 Nov

Tutorials
Streams Day Time Where Notes
Stream 01 Wednesday 5:00pm-6:00pm Education Gym 101 (Workshop) 18 Feb - 17 Mar,
29 Apr - 23 Jun,
8 Jul - 11 Aug,
14 Oct - 17 Nov

Course Coordinator / Lecturer

Sue McBain

Lecturer

Judy Bruce

Assessment

Assessment Due Date Percentage  Description
Essay & Presentation 20 May 2013 50% Presentation date TBA
Assignment 14 Oct 2013 25%
10 hour practicum 15 Nov 2013 25%

Textbooks

Required Texts

Coakley, Jay J. et al; Sports in society : issues and controversies in Australia and New Zealand; McGraw-Hill, 2009.

Collins, Chris , Jackson, Steven J; Sport in Aotearoa/New Zealand society; 2nd ed; Thomson, 2007.

Recommended Reading

Audi, Robert; The Cambridge dictionary of philosophy; 2nd ed; Cambridge University Press, 1999.

Auxter, David. , Pyfer, Jean., Huettig, Carol; Principles and methods of adapted physical education and recreation; 10th ed; McGraw-Hill, 2005.

Beard, Colin , Wilson, John P; Experiential learning : a best practice handbook for educators and trainers; 2nd ed; Kogan Page Ltd, 2006.

Campos, Paul F; The obesity myth : why America's obsession with weight is hazardous to your health; Gotham Books, 2004.

Caudwell, Jayne; Sport, sexualities and queer/theory; Routledge, 2006.

Chappelle, Sharon. et al; Diversity in action : using adventure activities to explore issues of diversity with middle school and high school age youth; Project Adventure, 1998.

Coakley, Jay J; Sports in society : issues & controversies; 9th ed; McGraw-Hill Higher Education, 2007.

Connell, Raewyn; Masculinities; 2nd ed; Polity, 2005.

Cubitt, Sandra. , Irvine, Robyn., Dow, Alison; Top tools for social sciences teachers; Longman, 1999.

Davis, Paul. , Weaving, Charlene; Philosophical perspectives on gender in sports and physical activity; Routledge, 2010.

DePauw, Karen P. , Gavron, Susan J; Disability sport; 2nd ed; Human Kinetics, 2005.

Entine, Jon; Taboo : why black athletes dominate sports and why we're afraid to talk about it; PublicAffairs, 2000.

Evans, John , Davies, Brian, Wright, Jan; Body knowledge and control : studies in the sociology of physical education and health; Routledge, 2004.

Gard, Michael , Wright, Jan; The obesity epidemic : science, morality, and ideology; Routledge, 2005.

Goggin, Gerard , Newell, Christopher; Disability in Australia : exposing a social apartheid; UNSW Press, 2005.

Goodman, Scott William. , Australian Sports Commission; Coaching athletes with disabilities : general principles; 2nd ed; Australian Sports Commission, 1995.

Hargreaves, Jennifer , Vertinsky, Patricia Anne; Physical culture, power, and the body; Routledge, 2007.

Hayes, Sid , Stidder, Gary; Equity and inclusion in physical education and sport : contemporary issues for teachers, trainees, and practitioners; Routledge, 2003.

Hellison, Donald R; Teaching responsibility through physical activity; 2nd ed; Human Kinetics, 2003.

Henton, Mary; Adventure in the classroom : using adventure to strengthen learning and build a community of life-long learners; Kendall/Hunt Pub. Co, 1996.

Higgs, Colin , Vanlandewijck, Yves., International Council of Sport Science and Physical Education; Sport for persons with a disability; ICSSPE, 2007.

Hoberman, John M; Mortal engines : the science of performance and the dehumanization of sport; Free Press ;Maxwell Macmillan Canada ;Maxwell Macmillan International, 1992.

Hokowhitu, Brendan J; Te mana Māori : Te tātari i ngā kōrero parau : a thesis submitted in partial fulfilment of the requirements for the degree of [Doctor of] Philosophy in Physical Education and Maori Studies at the University of Otago; 2001.

Horne, John. , Tomlinson, Alan, Whannel, Garry; Understanding sport : an introduction to the sociological and cultural analysis of sport; E & FN Spon, 1999.

Houlihan, Barrie; Sport and society : a student introduction; Sage Publications, 2003.

Howe, P. David; Sport, professionalism, and pain : ethnographies of injury and risk; Routledge, 2004.

Hughson, John , Inglis, David., Free, Marcus; The uses of sport : a critical study; Routledge, 2005.

Jarvie, Grant; Sport, culture and society : an introduction; Routledge, 2006.

Johnson, R. Dean; Teachable moments : essays on experiential education; University Press of America, 2006.

Kimmel, Michael S. , Hearn, Jeff, Connell, Raewyn; Handbook of studies on men & masculinities; Sage Publications, 2005.

Laker, Anthony; Beyond the boundaries of physical education : educating young people for citizenship and social responsibility; RoutledgeFalmer, 2000.

Laker, Anthony; The sociology of sport and physical education : an introductory reader; RoutledgeFalmer, 2002.

McCain, Ted D. E; Teaching for tomorrow : teaching content and problem-solving skills; Corwin Press, 2005.

McLeod, Julie , Allard, Andrea C; Learning from the margins : young women, social exclusion and education; Routledge, 2007.

Messner, Michael A; Out of play : critical essays on gender and sport; State University of New York Press, 2007.

Messner, Michael A. , Sabo, Donald F; Sex, violence & power in sports : rethinking masculinity; Crossing Press, 1994.

New Zealand; Health and physical education in the New Zealand curriculum; Ministry of Education, 1999.

O'Reilly, Naomi. , New Zealand., Coaching New Zealand; Coaching athletes with a disability : getting started; Hillary Commission, 2001.

Potts, Helen et al; Values strategies for classroom teachers; ACER, 1994.

Rohnke, Karl. , Butler, Steve., Project Adventure, Inc; QuickSilver : adventure games, initiative problems, trust activities and a guide to effective leadership; Kendall/Hunt Pub. Co, 1995.

Ross, Bruce , Burrows, Lisette; It takes two feet : teaching physical education and health in Aotearoa New Zealand; Dunmore Press, 2003.

Scambler, Graham; Sport and society : history, power and culture; Open University Press, 2005.

Shilling, Chris; The body and social theory; 2nd ed; SAGE Publications, 2003.

Smith, Earl; Race, sport, and the American dream; Carolina Academic Press, 2007.

Sugden, John Peter. , Tomlinson, Alan; Power games : a critical sociology of sport; Routledge, 2002.

Tomlinson, Alan; The sport studies reader; Routledge, 2007.

Winnick, Joseph P; Adapted physical education and sport; 4th ed; Human Kinetics, 2005.

Wright, Jan , MacDonald, Doune, Burrows, Lisette; Critical inquiry and problem-solving in physical education; Routledge, 2004.

Yiannakis, Andrew. , Melnick, Merrill J; Contemporary issues in sociology of sport / Andrew Yiannakis, Merrill J. Melnick editors; Rev. ed; Human Kinetics, 2001.

Required Texts and Readings
Bruce, J. & Culpan, I. (2005). Physical education and the hidden curriculum: A New Zealand response. FIEP Bulletin: Journal of the International Federation of Physical Education, 75, (1), 60-68.

Culpan, I. & Bruce, J. (2007). Culpan, I. & Bruce, J. (2007). New Zealand physical education and critical      pedagogy: Refocusing the curriculum. International Journal of Sport and Health Science, 5, 1-11.

Ministry of Education. (1999). Health and Physical Education in the New Zealand Curriculum. Wellington: Learning Media.
Ministry of Education. (2000) The curriculum in action series, attitudes and values: Olympic ideals in physical education. Wellington: Learning Media.
Ministry of Education (2002) The curriculum in action series, making connections. Wellington: Learning Media.

Recommended Reading

Australian Sports Commission. (2001). An introduction to inclusive practices. Canberra: ASC Publication Services Unit.

Australian Sports Commission. (2001). Give it a go: Including people with disability in sport and physical activity. Canberra: ASC Publication Services Unit.

Evans, J., Rich, E. & Davies, B. (2004). The emperor’s new clothes: Fat, thin and overweight. The social fabrication of risk and ill health. Journal of Teaching Physical Education, 23, 372-391.

Fuller, L.K., & Fuller, L. (2006). Sport, rhetoric and gender: historical prespectives and Media Representations. New York: Palgrave MacMillan.

Gillespie, L., & Culpan, I. (2000). Critical Thinking: Ensuring the Education Aspect is Evident in Physical Education. Journal of Physical Education New Zealand, 33(3), pp.84.

Hokowhitu, B. (2004). Tackling Mäori masculinity: A colonial genealogy of savagery and sport The Contemporary Pacific, 15(1).

Hokowhitu, B. (2003). Mäori physicality: Stereotypes, sport and the “physical education” of New Zealand Mäori. Culture, Sport, Society, 6(2).

Hokowhitu, B. (2003). Mäori masculinity, post-structuralism, and the emerging self. New Zealand Sociology, 18(2).

Hokowhitu, B. (2003). Race tactics: The racialised athletic body. Junctures, 1.

Hokowhitu, B. (2003). Te täminga o te mätauranga Mäori: colonisation in education. . In T. Ka’ai,
Moorfield, J. and Reilly (Ed.), Ki te Wheiao: An Introduction to Mäori Society. Auckland: Pearson   Education New Zealand.

Jackson, S., & Hokowhitu, B. (2002). Sport, tribes and technology: the New Zealand All Blacks haka and the politics of identity. Journal of Sport and Social Issues, 26(2), 125-139.

Ministry of Education. (2000). The curriculum in action series, attitudes and values: Olympic ideals in physical education. Wellington: Learning Media.

Ministry of Education. (2002). The curriculum in action series, making connections. Wellington: Learning Media.

Nauright, J. (2004). Global games: Culture, political economy and sport in the globalised world of the 21st century. Third World Quarterly, 25(1), 1325-1336.

Priest, S., & Rohnke, K. (2000). 101 of the best corporate team-building activities we know. Dubuque, Iowa: Kendall/Hunt Pub. Co.

Ross, C.K. (2006). Race and sport: the struggler for equality on and off the field. Jackson: University Press of Mississippi.

Journals
Journal of Physical Education New Zealand.
Adapted Physical Activity Quarterly
Palaestra
Sport Education and Society
Sociology of Sport Journal
The Physical Educator
Journal of Teaching Physical Education
Quest

Show Additional Outline Information...

Additional Course Outline Information

Academic integrity

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 2013.

Assessment and grading system

Assessment against progressive standards of achievement:
In 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 2013 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 11 point scale is used to report students’ achievement in course assignments and examinations.
Grading Scale
Grade      GPA       Marks
A+           9           90 – 100
A             8           85 – 89
A-            7           80 – 84
B+           6           75 – 79
B             5           70 – 74
B-            4           65 – 69
C+           3           60 – 64
C             2           55 – 59
C-            1           50 – 54
D             0           40 – 49
E            -1            0 – 39

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.

Attendance

Attendance at all classes is a requirement due to the interactive nature of the classes

Evaluation

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.

Grade moderation

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.

Late submission of work

Work is late if it is handed in after the due date, without an extension having been granted. For every day that the assignment is overdue without explanation, the assignment will be marked however 5% will be deducted from the final grade of that assessment.

Notes

Students 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

Other specific requirements

Participation in all class learning activities.

Requests for extensions

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.

Extensions are not granted automatically. 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.

Resubmissions

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.

Aegrotat

Aegrotat considerations (students should refer to Regulation H of the General Course and Examination Regulations.)
http://www.canterbury.ac.nz/exams/aegrotats.shtml, please see Course links.
Students should refer to General Course and Examination Regulation H: Aegrotat Consideration and Aegrotat Consideration: Procedures in the UC Policy Library

Aegrotat’s are not available for this course.

Where to submit and collect work

On campus students assignments are to be submitted with a cover sheet to the Assignments Room in Ōrakipaoa, accessed from the back doors closest to The Collective (the USCA Cafe), by 5.00pm, or time directed by course lecturer, on or before the due date. Please use the drop boxes placed at the back entrance to Ōrakipaoa.

Pick up Arrangements: It is your responsibility to pick each assignment up from the Academic Services Team. Lecturers will not follow up on resubmits and fails. This is your responsibility. Hours of operation of the Assignments Room for pick- ups are 11am-2pm weekdays.

Fees

Domestic fee $1,202.00
International fee $5,366.00


For further information see School of Sport and Physical Education on the department and colleges page.

All EDPE326 Occurrences

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