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Prospective coaches of sport in New Zealand need to understand bicultural and multicultural sporting perspectives and have a sound social theory knowledge base to develop critical thinking and reflection skills about sport and their own coaching practices. This course will explore the nature of the sport and sport coaching through social theory lenses and develop understandings of how this can be applied to students own coaching practice.
The bicultural nature of sport in New Zealand distinguishes it from other countries and makes an important contribution to its success in major international sports. For any coach in New Zealand this is an important consideration, as it is for any coach working in a multi-cultural setting, in any sport, at any level. This course provides a deep understanding of bicultural issues in New Zealand sport and how this can inform coaching in New Zealand and elsewhere.Learning and assessment is structured around first hand experience provided by a field trip to a Marae and a Crusaders, Super Rugby match in Christchurch.
By the end of this course students will be able to: * Articulate a sound comprehension of how sport and culture interact in New Zealand and across the globe. * Critically examine and discuss important bi-cultural issues in New Zealand sport and how they relate to larger social and cultural issues. * Articulate an understanding of the place and importance of sport in Maori culture and in maintaining wellbeing. * Draw on relevant social theory to identify and analyse social, cultural and ethical issues in sport and discuss the commodification of sport and its influence on sport at all levels. * Demonstrate an ability to plan for cultural sensitivity and the implementation of bicultural principles in coaching practice.
SPCO105
Hugh Galvan
Glenn Besley
Belgrave, Michael. et al; Waitangi revisited : perspectives on the Treaty of Waitangi ; Oxford University Press, 2005.
Coakley, Jay J; Sports in society : issues & controversies ; 9th ed; McGraw-Hill Higher Education, 2007.
Connell, Raewyn; Masculinities ; 2nd ed; Polity, 2005.
Hargreaves, Jennifer , Vertinsky, Patricia Anne; Physical culture, power, and the body ; Routledge, 2007.
Harvey, Stephen , Light, Richard; Ethics in youth sport : policy and pedagogical applications ; Routledge, 2012.
Hokowhitu, B; Te täminga o te mätauranga Mäori: colonisation in education ; Pearson Education New Zealand, 2003 (In T. Ka’ai, Moorfield, J. and Reilly (Ed.), Ki te Wheiao: An Introduction to Mäori Society. Auckland: Pearson Education New Zealand).
Jones, Robyn L. , Hughes, M., Kingston, Kieran; An introduction to sports coaching : from science and theory to practice ; Routledge, 2008.
Kirk, David; The sociocultural foundations of human movement ; Macmillan Education Australia, 1996.
Light, Richard; Advances in rugby coaching : an holistic approach ;
Mulholland, Malcolm; State of the Māori nation : twenty-first century issues in Aotearoa ; Reed, 2006.
Spoonley, Paul. , Pearson, David G., Macpherson, Cluny; Tangata, tangata : the changing ethnic contours of New Zealand ; Thomson, 2004.
Recommended Journal ArticlesAzzarito, L., & Harrison, L. (2008). White men can't jump: race, gender and natural athleticism. International Review for the Sociology of Sport, 43(347).Culpan, I., Bruce, J. and Galvan, H. (2008) Towards a bicultural view of Olympism within New Zealand physical education: An emerging journey. In Centre d'Estudis Olimpics (Ed.), International Olympic reader. (p129-146). Barcelona: Universitat Autonoma Barcelona. Hassanin, Rémy, & Light, Richard L. (2014). Culture, experience and the construction of views on coaching: Implications for the uptake of Game Sense. University of Sydney Papers in Human Movement, Health and Coach Education – Special Games Sense Edition, 51-65. Retrieved from http://www.sydney.edu.au/edsw/hmhce-journal.Hokowhitu, B. (2004). Tackling Mäori masculinity: a colonial genealogy of savagery and sport. The Contemporary Pacific, 15(1), 259-284. Hokowhitu, B. (2003). Mäori physicality: stereotypes, sport and the “physical education” of New Zealand Mäori. Culture, Sport, Society, 6(2), 259-284.Hokowhitu, B. (2003). Mäori masculinity, post-structuralism, and the emerging self. New Zealand Sociology, 18(2),179-201.Hokowhitu, B. (2003). Race tactics: The racialised athletic body’. Junctures: The Journal for Thematic Dialogue, 1, 21-34. 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.Kirk, D. (2006). The "obesity crisis" and school physical education. Sport, Education and Society, 11(2), 121-133.Light, R. (2000). From the profane to the sacred: Culture and pre-game ritual in Japanese high school rugby. International Review for the Sociology of Sport, 35(4), 451-465. Light, R. (1999). Learning to be a ‘rugger man’: High school rugby and media constructions of masculinity in Japan. Football Studies 2(1), 74-89.
Library portalhttp://learn.canterbury.ac.nz/ https://ucstudentweb.canterbury.ac.nz http://www.canterbury.ac.nz/exams/aegrotats.shtml http://www.education.canterbury.ac.nz/graphics/cis/coaching_chalk.jpg
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 in the University of Canterbury Calendar and the Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC Courses 2013 in the BSpC coursebook.
Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99
Due to the carefully planned learning progressions within courses and the workshop type nature of most on-campus classes, you are expected to attend all sessions. This will ensure that you do not miss vital information which will allow you to make sense of the course content. If you are going to miss classes you are expected to email the course lecturer, catch up on missed work through classmates, view recordings (if available for the course), readings and other supplementary material provided. In special cases, the course lecturer may provide additional support for you.
Students will be asked to complete course and teacher evaluations, using the Centre for Evaluation and Monitoring surveys. Survey responses are conducted electronically and are confidential. The Faculty of Education will conduct regular graduate surveys.
All course assessments in the Bachelor of Sport Coaching are internally moderated. A sample of your work may be used as part of this moderation process. Regular examiners meetings monitor the distribution of final grades in courses and adjustments are made if necessary to ensure reasonable consistency and comparability of course grades.
An assessment is late if it is handed in after the due date, without a formal extension. If an assessment is submitted after the due date, 5% will be deducted from the final grade for every day the assessment is late. No assessments will be accepted after a period of 3 days after the due date, unless an extension has been granted.
Students should refer to the Bachelor of Sport Coaching Course Handbook and course regulations for further information on course completing assignments and assessment. The Award regulations for the Bachelor of Sport Coaching can be found within the UC Calendar. The UC calendar is available online at:http://www.canterbury.ac.nz/publications/calendar.shtml. The specific Award regulations for the degree can be found at: http://www.canterbury.ac.nz/publications/documents/calendar/faculty_of_education.pdf.The College of Education assessment guidelines, which contain specific information regarding the College grading scale, late work, extensions, submission of work, reconsideration of grades, aegrotat procedures, academic integrity, and moderation of assessment can be found at:http://www.education.canterbury.ac.nz/documents/assessment_guidelines_for_students_13.pdfThe specific assessment details for each course, including assessment dates, can be found in the course outline which will be provided by your course lecturer at the start of the course.
All written assessment tasks and presentations must be referenced according to APA convention. (Information relating to APA referencing can be obtained from both the Central and Education Libraries.) Notes on APA referencing can also be found in the BSpC course handbook. Each assessment submission requires a completed cover sheet (available on-line).
Students who cannot complete assessments by the due date should discuss their situation with the course lecturer and complete the appropriate extension form. Where circumstances are known in advance, the student should discuss these with the course lecturer at least one week days prior to the assessment due date. In circumstances where this is not appropriate, the student should discuss their situation with the course lecturer as soon as possible.
To pass this course you are required to gain an overall average grade of C- (50%) or better across all assessments. No resubmits are available for this course. This assessment procedure applies from 2015 onwards.
Students should refer to General Course and Examination Regulation H: Aegrotat Consideration and Aegrotat Consideration: Procedures in the UC Policy Library.
If you are wishing to apply for partial exemption from assessment in a course (e.g. if you are repeating a course and you have have previously passed one or more assessments from within the course, and do not wish to write this assessment again) you may apply for this using the form: Application for Partial Exemption from Assessment
Lecturers may ask students to submit an electronic copy and a hardcopy for an assignment. 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.Students will be expected to submit their assessment via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
Domestic fee $697.00
International fee $2,913.00
* 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 .