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Sport does more than merely reflect mainstream society and culture. It plays a significant and dynamic role in the production and reproduction of culture. Approached from a critical perspective this course examines sport in New Zealand with a focus on its unique bi-cultural nature and the social and cultural issues related to its practice and its significance in New Zealand. The progression towards successful integration of some aspects of Maori and NZ European cultures is a feature of New Zealand sport on the world stage but the interaction of culture and sport is complex and tied into larger social issues that that are often overlooked. This course examines a range of cultural and social issues in New Zealand sport with a focus on its bicultural nature and how this should inform coaching practice. With teaching and assessment built around field trips it adopts innovative experiential pedagogy with learning bases upon real world experience.
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 sporting event in Christchurch.
By the end of this course students will be able to:1. Articulate a sound comprehension of how sport and culture interact in New Zealand and across the globe.2. Critically examine and discuss important bi-cultural issues in New Zealand sport and how they relate to larger social and cultural issues.3. Articulate an understanding of the place and importance of sport in Maori culture and in maintaining wellbeing.4. 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. 5. Demonstrate an ability to plan for cultural sensitivity and the implementation of bicultural principles in coaching practice.6. Through their noho marae field trip, engage with local hapū, and iwi representatives, leading to an introductory understanding of how hapū and iwi function.7. Engage with different cultures and learn to critically assess how to best incorporate cultural difference in sport coaching8. Critically engage with the importance of biculturalism, as well as the need to be accepting of multiple cultures, in their field.
1) 15 points in any courses, or2) enrolment in GradCertSpC, or3) Programme Coordinator approval
Students must attend one activity from each section.
Belgrave, Michael. et al;
Waitangi revisited : perspectives on the Treaty of Waitangi;
Oxford University Press, 2005.
Coakley, Jay J;
Sports in society : issues & controversies;
McGraw-Hill Higher Education, 2007.
Hargreaves, Jennifer , Vertinsky, Patricia Anne;
Physical culture, power, and the body;
Harvey, Stephen , Light, Richard;
Ethics in youth sport : policy and pedagogical applications;
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 (Alternative book available, ISBN: 9780415411301).
The sociocultural foundations of human movement;
Macmillan Education Australia, 1996.
Advances in rugby coaching : an holistic approach;
State of the Māori nation : twenty-first century issues in Aotearoa;
Spoonley, Paul. , Pearson, David G., Macpherson, Cluny;
Tangata, tangata : the changing ethnic contours of New Zealand;
Thomson, 2004 (The correct ISBN should be 9780170124799).
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.
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.
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 – 39.99A pass is 50 marks and over.
Due to the carefully planned learning progressions within courses and the workshop type nature of most on-campus classes, all on-campus students are expected to attend all sessions. Distance students should watch recorded sessions, and interact with other material provided by their lecturer shortly after it is made available through LEARN or other methods. 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 on-campus classes you are expected to email the course lecturer, catch up on missed work through classmates, view recordings, 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 evaluations, and will have the opportunity to provide feedback during their courses. Surveys are conducted electronically and are confidential. The College of Education, Health and Human Development 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.
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.shtmlThe specific Award regulations for the degree can be found at: http://www.canterbury.ac.nz/regulations/award/bspc_regs.shtmlThe College of Education Health and Human Development assessment guidelines, which contain specific information regarding the College grading scale, late work, extensions, submission of work, reconsideration of grades, Special Consideration procedures, academic integrity, and moderation of assessment can be found at:http://www.education.canterbury.ac.nz/documents/brochures_2016/Assessment-Guidelines-for-Students.pdfThe specific assessment details for each course, including assessment dates, can be found on the Courses, Subjects and Qualifications website: http://www.canterbury.ac.nz/courses
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.) Most assignments must be submitted online. Online submission requires students to formally acknowledge that what they are submitting is their own work. Hardcopy submissions must be accompanied by a completed cover sheet (available from the course lecturer).
Students who cannot complete assessments by the due date should discuss their situation with the course lecturer. 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 resubmissions are available for this course.
Students wishing to apply for Special Consideration should refer to this link for further information: http://www.canterbury.ac.nz/exams/special-consideration.shtml
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
Electronic Submission via LEARN (all on campus and distance students)All students must submit their assessment via the online assessment system in the Learn (Moodle) class site, on or before the due date. All submitted assessment work will be screened by the software Turnitin, to check for plagiarism. There is opportunity for students to submit a draft report to monitor levels of plagiarism prior to the final submission for marking.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 email@example.com, or phone 03 369 5000.Hard Copy Submission for On-Campus StudentsWhere your course lecturer requires a hardcopy submission, on campus students’ assignments are to be submitted with a cover sheet to the Sport & Physical Education office, (behind the Rec Centre) by 5.00pm, or by the time directed by the course lecturer, on or before the due date. Please use the drop box placed at the entrance to School office. Distance students will receive specific instructions from their course lecturer. Marked assignments will be returned directly from the lecturer.
Domestic fee $761.00
International fee $3,188.00
* Fees include New Zealand GST and do not include any programme level discount or additional course related expenses.
For further information see
School of Health Sciences.