In this course, students will embark on a journey to explore diverse career opportunities aligned with their degrees. Students will acquire essential skills and strategies for job searches, resume writing, interviews, and networking, all while actively engaging with professional stakeholders. Additionally, students will undertake the development of a dynamic professional portfolio, a resource that will accompany them throughout their academic journey, in-field experiences, and future careers. This course will also examine interpersonal theory within Kinesiology, Sport, and Recreation settings. Covering topics like communication, attentive listening, conflict resolution, negotiation, leadership, fostering diversity appreciation, developing intercultural competence, enhancing self-awareness, promoting teamwork and team based care, synthesizing evidence, and upholding ethical principles. Practical insights will be obtained from micro career explorations and informational interviews, allowing students to allocate flexible time commitments of 1-4 hours weekly or 15-60 hours per term. These experiences will empower students to cultivate effective career-building strategies and articulate transferable skills derived from their diverse experiences. Notes: Classroom/tutorial sessions are variable per week in addition to the micro career explorations and in field learning experiences with working professionals students will engage with throughout the course. Prerequisite: Successful completion of 45 course units.

In this course, students will embark on a journey to explore diverse career opportunities aligned with their degrees. Students will acquire essential skills and strategies for job searches, resume writing, interviews, and networking, all while actively engaging with professional stakeholders. Additionally, students will undertake the development of a dynamic professional portfolio, a resource that will accompany them throughout their academic journey, in-field experiences, and future careers. This course will also examine interpersonal theory within Kinesiology, Sport, and Recreation settings. Covering topics like communication, attentive listening, conflict resolution, negotiation, leadership, fostering diversity appreciation, developing intercultural competence, enhancing self-awareness, promoting teamwork and team based care, synthesizing evidence, and upholding ethical principles. Practical insights will be obtained from micro career explorations and informational interviews, allowing students to allocate flexible time commitments of 1-4 hours weekly or 15-60 hours per term. These experiences will empower students to cultivate effective career-building strategies and articulate transferable skills derived from their diverse experiences. Notes: Classroom/tutorial sessions are variable per week in addition to the micro career explorations and in field learning experiences with working professionals students will engage with throughout the course. Prerequisite: Successful completion of 45 course units.

In this course, students will have the opportunity to apply their knowledge and competencies in interdisciplinary theory within the specific context of Kinesiology, Sport, and Recreation settings. This course builds upon prior coursework and integrates theory and practice throughout various learning activities. The course will provide students with the skills necessary to apply the course content across a wide spectrum of populations, settings, and career paths within the field of Kinesiology, Sport, and Recreation. Throughout the course, students will engage in multiple short group micro field placements, each with variable time commitments, typically ranging from approximately ~ 1 to 4 hours per week or ~ 15 to 60 hours per term. These placements will encompass various and diverse aspects of Kinesiology, Sport, and Recreation and involve interactions with various populations and various contexts. Students will have the opportunity to observe and actively engage in interpersonal relations, as well as participate in the planning and execution of relevant programs. Notes: Classroom/tutorial sessions are variable per week in addition to the micro in field learning experiences. Prerequisite: Successful completion of KRLS 290.

In this course, students will have the opportunity to apply their knowledge and competencies in interdisciplinary theory within the specific context of Kinesiology, Sport, and Recreation settings. This course builds upon prior coursework and integrates theory and practice throughout various learning activities. The course will provide students with the skills necessary to apply the course content across a wide spectrum of populations, settings, and career paths within the field of Kinesiology, Sport, and Recreation. Throughout the course, students will engage in multiple short group micro field placements, each with variable time commitments, typically ranging from approximately ~ 1 to 4 hours per week or ~ 15 to 60 hours per term. These placements will encompass various and diverse aspects of Kinesiology, Sport, and Recreation and involve interactions with various populations and various contexts. Students will have the opportunity to observe and actively engage in interpersonal relations, as well as participate in the planning and execution of relevant programs. Notes: Classroom/tutorial sessions are variable per week in addition to the micro in field learning experiences. Prerequisite: Successful completion of KRLS 290.

In this course, students will have the opportunity to apply their knowledge and competencies in interdisciplinary theory within the specific context of Kinesiology, Sport, and Recreation settings. This course builds upon prior coursework and integrates theory and practice throughout various learning activities. The course will provide students with the skills necessary to apply the course content across a wide spectrum of populations, settings, and career paths within the field of Kinesiology, Sport, and Recreation. Throughout the course, students will engage in multiple short group micro field placements, each with variable time commitments, typically ranging from approximately ~ 1 to 4 hours per week or ~ 15 to 60 hours per term. These placements will encompass various and diverse aspects of Kinesiology, Sport, and Recreation and involve interactions with various populations and various contexts. Students will have the opportunity to observe and actively engage in interpersonal relations, as well as participate in the planning and execution of relevant programs. Notes: Classroom/tutorial sessions are variable per week in addition to the micro in field learning experiences. Prerequisite: Successful completion of KRLS 290.

Building on introductory sociological concepts from KRLS 104 and historical foundations from KRLS 204, the course focuses on developing a critical understanding of the power relations operating through contemporary social and cultural processes that shape the body, sport and leisure, such as colonialism, consumer culture, globalization and neo-liberalism. Prerequisites: KRLS 104 and 204. Credit will be granted for only one of KRLS 304 or PERLS 304.

This course examines financial issues associated with the recreation, sport and tourism industries. Topics include industry trends and challenges, public partnerships, economic rationales for investment, sources of funding, revenues, and business development. Prerequisite KRLS 105. Credit will be granted for only one of KRLS 305 or PERLS 305.

This course explores perspectives on practices related to the health and wellness of Indigenous Peoples in Canada. In this context health is defined as a state of balance involving body, emotions, mind, and spirit. The various forms of activity, sport, recreation, and leisure activities in which Indigenous Peoples participate will be examined. Prerequisite: KRLS 104 or NS 111. Credit will be granted for only one of KRLS 323 or PERLS 323.

Theoretical consideration for the organization and administration of exercise, sport, recreation, and leisure programs. Prerequisite: KRLS 105. Credit will be granted for only one of KRLS 350 or PERLS 350.

An examination of the planning, management and operations of sport, leisure and recreation areas and facilities (inclusive of sport, recreation, and tourism). Note: Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Prerequisite: KRLS 105. Credit will be granted for only one of KRLS 352 or PERLS 352 or 452.

An overview of basic qualitative and quantitative assessment principles and their use to deliver quality physical activity and recreation services for individuals with diverse needs. Prerequisites: KRLS 207 and KIN 109 or RLS 210 or STAT 141 or 151. Credit will be granted for only one of KRLS 370 or PERLS 370.

Provides an overview of basic assessment and evaluation principles and their application in the provision of physical activity for children and youth. Designed for individuals who are particularly interested in assessment of movement; this course will encourage critical thought about assessment and evaluation of the movement of children and youth. For the purpose of instruction and evaluation in instructional/coaching/leadership settings. Prerequisites: KIN 207 or 307 and KRLS 207, and successful completion of 30 course credits. Credit will be granted for only one of KRLS 371 or PERLS 371.

In this micro field placement (variable; ~4 hrs/ week or ~60 hrs/term) research experience based course, students will work in the research labs and/or on the research projects of KSR faculty members. Students will work to develop and practice the various aspects of the research process including data collection/analysis, literature searches, manuscript writing, effective presentation skills, both written and oral/visual communication skills, ethical behaviour consistent with the responsible conduct of research and professional practice in working within the research process, etc. In addition to hands-on work in the research environment, the course will also include a seminar series covering research topics and methods typically used in the Faculty of KSR, and the Kinesiology, Sport, and Recreation Fields. Notes: Classroom/tutorial sessions are variable per week in addition to micro in field learning experiences scheduled for each iteration of the course. Normally completed over one term. Prerequisite: Successful completion of KRLS 291.

In this micro field placement (variable; ~4 hrs/ week or ~60 hrs/term) research experience based course, students will work in the research labs and/or on the research projects of KSR faculty members. Students will work to develop and practice the various aspects of the research process including data collection/analysis, literature searches, manuscript writing, effective presentation skills, both written and oral/visual communication skills, ethical behaviour consistent with the responsible conduct of research and professional practice in working within the research process, etc. In addition to hands-on work in the research environment, the course will also include a seminar series covering research topics and methods typically used in the Faculty of KSR, and the Kinesiology, Sport, and Recreation Fields. Notes: Classroom/tutorial sessions are variable per week in addition to micro in field learning experiences scheduled for each iteration of the course. Normally completed over one term. Prerequisite: Successful completion of KRLS 291.

In this micro field placement (variable; ~4 hrs/ week or ~60 hrs/term) research experience based course, students will work in the research labs and/or on the research projects of KSR faculty members. Students will work to develop and practice the various aspects of the research process including data collection/analysis, literature searches, manuscript writing, effective presentation skills, both written and oral/visual communication skills, ethical behaviour consistent with the responsible conduct of research and professional practice in working within the research process, etc. In addition to hands-on work in the research environment, the course will also include a seminar series covering research topics and methods typically used in the Faculty of KSR, and the Kinesiology, Sport, and Recreation Fields. Notes: Classroom/tutorial sessions are variable per week in addition to micro in field learning experiences scheduled for each iteration of the course. Normally completed over one term. Prerequisite: Successful completion of KRLS 291.

In this project, micro field placement (variable; ~1-4 hrs/ week or ~15-60 hrs/term) based course, students will work in small interdisciplinary teams to analyze a complex problem and propose a community led initiative to address a real-world issue and context. Students will apply theoretical knowledge and collaborate with community partners to address practical challenges. Students will present their practical understanding showcasing their ideas, designs of implementation and evaluation strategies with the community partner. Students will be asked to draw connections between their theoretical course learnings and the practical application of skills through discussion of proposed solutions with the community partner, team members, and other course participants. With the support of the Course Instructor, Faculty Experiential Lead, and Community Partners, students will visualize, identify, and articulate how the practical application of their knowledge altered their self-efficacy in the competency areas required of the experience. Notes: Classroom/tutorial sessions are variable per week in addition to micro in field learning experiences scheduled for each iteration of the course. Prerequisite: Successful completion of KRLS 291.

In this project, micro field placement (variable; ~1-4 hrs/ week or ~15-60 hrs/term) based course, students will work in small interdisciplinary teams to analyze a complex problem and propose a community led initiative to address a real-world issue and context. Students will apply theoretical knowledge and collaborate with community partners to address practical challenges. Students will present their practical understanding showcasing their ideas, designs of implementation and evaluation strategies with the community partner. Students will be asked to draw connections between their theoretical course learnings and the practical application of skills through discussion of proposed solutions with the community partner, team members, and other course participants. With the support of the Course Instructor, Faculty Experiential Lead, and Community Partners, students will visualize, identify, and articulate how the practical application of their knowledge altered their self-efficacy in the competency areas required of the experience. Notes: Classroom/tutorial sessions are variable per week in addition to micro in field learning experiences scheduled for each iteration of the course. Prerequisite: Successful completion of KRLS 291.

In this project, micro field placement (variable; ~1-4 hrs/ week or ~15-60 hrs/term) based course, students will work in small interdisciplinary teams to analyze a complex problem and propose a community led initiative to address a real-world issue and context. Students will apply theoretical knowledge and collaborate with community partners to address practical challenges. Students will present their practical understanding showcasing their ideas, designs of implementation and evaluation strategies with the community partner. Students will be asked to draw connections between their theoretical course learnings and the practical application of skills through discussion of proposed solutions with the community partner, team members, and other course participants. With the support of the Course Instructor, Faculty Experiential Lead, and Community Partners, students will visualize, identify, and articulate how the practical application of their knowledge altered their self-efficacy in the competency areas required of the experience. Notes: Classroom/tutorial sessions are variable per week in addition to micro in field learning experiences scheduled for each iteration of the course. Prerequisite: Successful completion of KRLS 291.

This course explores strategic, economic, and cultural issues related to the business of hockey - with a specific focus on the National Hockey League. Students will develop a critical understanding of the hockey industry and its stakeholders. Prerequisite: Students should be in the third or fourth year of their degree program. Credit will be granted for only one of KRLS 411 or PERLS 411.

This course will provide students with an in-depth understanding of the concept of play. It will offer learning experiences that will enable students to create play in various recreation, sport, tourism and physical activity contexts. Prerequisite: 3rd year standing. Credit will be granted for only one of KRLS 420 or PERLS 420.

The content will include the defining criteria and values of Play Leadership. The roles and responsibilities of Play Leaders in fostering learning and development through play will be examined. Credit will be granted for only one of KRLS 421 or PERLS 421.

This course delivers the theoretical content and foundational components required for various intercultural micro field placements (~1-4 hrs per week). Key content areas of focus include intercultural training, play, physical activity and leadership theories, development of intercultural communication, and global citizenship education. Components of this course represent experiences that include written, creative, and experiential work in the area of programming in intercultural settings. Prerequisite: KRLS 421 is strongly recommended.

This course delivers the theoretical content and foundational components required for various intercultural micro field placements (~1-4 hrs per week). Key content areas of focus include intercultural training, play, physical activity and leadership theories, development of intercultural communication, and global citizenship education. Components of this course represent experiences that include written, creative, and experiential work in the area of programming in intercultural settings. Prerequisite: KRLS 421 is strongly recommended.

This course delivers the theoretical content and foundational components required for various intercultural micro field placements (~1-4 hrs per week). Key content areas of focus include intercultural training, play, physical activity and leadership theories, development of intercultural communication, and global citizenship education. Components of this course represent experiences that include written, creative, and experiential work in the area of programming in intercultural settings. Prerequisite: KRLS 421 is strongly recommended.

The first eight weeks of this course are dedicated to the contextual preparation requirements specific to the assigned macro placements that take place from May through to August. This project based course provides students support with International or Canadian based, intercultural field placements, such as through 1) the Play Around the World (PAW) Experience placements, working with children and youth of all abilities in the area of play, recreation, and physical activity or 2) the Antigua Champions for Health (ACH) program placements, working with individuals of all abilities, in the areas of physical literacy, sport, health, conditioning, and rehabilitation. Students apply and are selected in Fall Term to prepare for their Intersession field placement requirements. Prerequisite: KRLS 440.

The first eight weeks of this course are dedicated to the contextual preparation requirements specific to the assigned macro placements that take place from May through to August. This project based course provides students support with International or Canadian based, intercultural field placements, such as through 1) the Play Around the World (PAW) Experience placements, working with children and youth of all abilities in the area of play, recreation, and physical activity or 2) the Antigua Champions for Health (ACH) program placements, working with individuals of all abilities, in the areas of physical literacy, sport, health, conditioning, and rehabilitation. Students apply and are selected in Fall Term to prepare for their Intersession field placement requirements. Prerequisite: KRLS 440.

The first eight weeks of this course are dedicated to the contextual preparation requirements specific to the assigned macro placements that take place from May through to August. This project based course provides students support with International or Canadian based, intercultural field placements, such as through 1) the Play Around the World (PAW) Experience placements, working with children and youth of all abilities in the area of play, recreation, and physical activity or 2) the Antigua Champions for Health (ACH) program placements, working with individuals of all abilities, in the areas of physical literacy, sport, health, conditioning, and rehabilitation. Students apply and are selected in Fall Term to prepare for their Intersession field placement requirements. Prerequisite: KRLS 440.

An advanced seminar course that critically and collaboratively examines select sport and leisure practices through popular and contemporary examples, using a cultural studies framework. Prerequisite: KRLS 304, or consent of the instructor. Credit will be granted for only one of KRLS 451 or PERLS 351.

Students will participate in a singular, comprehensive, high-density, micro learning (variable; ~ 4 hrs/ week or ~60 hrs/term), In Field Learning placement with an assigned mentor. During this intensive in the field learning experience, students will become fully integrated into the work of their assigned Field Placement that will provide students with an intensive short term, hands-on practical experience in a setting relevant to their subject of study and lead to relatively independent work by the completion of the placement. Students will work towards contributing to their assigned field placement's capacity, critically assessing issues, designing, implementing and evaluating strategic initiatives, while at the same time gaining confidence and skills as a practicing professional under the direction of the course instructor and the placement mentor. Students will report back to the course instructor regularly i). proposed ideas and plans for work appropriate to the working environment that aligns with the settings mission, values, and workflow; ii). information collected and resources utilized that were needed to assess and complete work functions; iii) evaluation of what skill sets are required to complete work functions, and iv). judgements on whether their current skill set meets the identified work functions. Notes: Normally for students in their fourth year of study. Classroom/tutorial sessions are variable per week in addition to the micro in field learning experience. May be taken concurrently with KRLS 493. Prerequisite: Successful completion of KRLS 291.

Students will participate in a singular, comprehensive, high-density, micro learning (variable; ~ 4 hrs/ week or ~60 hrs/term), In Field Learning placement with an assigned mentor. During this intensive in the field learning experience, students will become fully integrated into the work of their assigned Field Placement that will provide students with an intensive short term, hands-on practical experience in a setting relevant to their subject of study and lead to relatively independent work by the completion of the placement. Students will work towards contributing to their assigned field placement's capacity, critically assessing issues, designing, implementing and evaluating strategic initiatives, while at the same time gaining confidence and skills as a practicing professional under the direction of the course instructor and the placement mentor. Students will report back to the course instructor regularly i). proposed ideas and plans for work appropriate to the working environment that aligns with the settings mission, values, and workflow; ii). information collected and resources utilized that were needed to assess and complete work functions; iii) evaluation of what skill sets are required to complete work functions, and iv). judgements on whether their current skill set meets the identified work functions. Notes: Normally for students in their fourth year of study. Classroom/tutorial sessions are variable per week in addition to the micro in field learning experience. May be taken concurrently with KRLS 493. Prerequisite: Successful completion of KRLS 291.

Students will participate in a singular, comprehensive, high-density, micro learning (variable; ~ 4 hrs/ week or ~60 hrs/term), In Field Learning placement with an assigned mentor. During this intensive in the field learning experience, students will become fully integrated into the work of their assigned Field Placement that will provide students with an intensive short term, hands-on practical experience in a setting relevant to their subject of study and lead to relatively independent work by the completion of the placement. Students will work towards contributing to their assigned field placement's capacity, critically assessing issues, designing, implementing and evaluating strategic initiatives, while at the same time gaining confidence and skills as a practicing professional under the direction of the course instructor and the placement mentor. Students will report back to the course instructor regularly i). proposed ideas and plans for work appropriate to the working environment that aligns with the settings mission, values, and workflow; ii). information collected and resources utilized that were needed to assess and complete work functions; iii) evaluation of what skill sets are required to complete work functions, and iv). judgements on whether their current skill set meets the identified work functions. Notes: Normally for students in their fourth year of study. Classroom/tutorial sessions are variable per week in addition to the micro in field learning experience. May be taken concurrently with KRLS 493. Prerequisite: Successful completion of KRLS 291.

Students will participate in a singular, comprehensive, high -density, macro (variable; ~8 -12 hrs/week or ~120 -180 hrs/term), In Field Learning placement with an assigned mentor. During this intensive in the field learning experience, students will become fully integrated into the work of their assigned Field Placement that will provide students with an intensive short term hands-on practical experience in a setting relevant to their subject of study and lead to relatively independent work by the completion of the placement. Students will work towards contributing to their assigned field placement's capacity, critically assessing issues, designing, implementing, and evaluating strategic initiatives, while at the same time gaining confidence and skills as a practicing professional under the direction of the course instructor and the placement mentor. Students will report back to the course instructor regularly i) proposed ideas and plans for work appropriate to the working environment that aligns with the settings mission, values, and workflow; ii) information collected and resources utilized that were needed to assess and complete work functions; iii) evaluation of what skill sets are required to complete work functions, and iv) judgements on whether their current skill set meets the identified work functions. Notes: Normally for students in their fourth year of study. Classroom/tutorial sessions are variable per week in addition to the macro in field learning experience. May be taken concurrently with KRLS 492. Prerequisite: Successful completion of KRLS 291.

Students will participate in a singular, comprehensive, high -density, macro (variable; ~8 -12 hrs/week or ~120 -180 hrs/term), In Field Learning placement with an assigned mentor. During this intensive in the field learning experience, students will become fully integrated into the work of their assigned Field Placement that will provide students with an intensive short term hands-on practical experience in a setting relevant to their subject of study and lead to relatively independent work by the completion of the placement. Students will work towards contributing to their assigned field placement's capacity, critically assessing issues, designing, implementing, and evaluating strategic initiatives, while at the same time gaining confidence and skills as a practicing professional under the direction of the course instructor and the placement mentor. Students will report back to the course instructor regularly i) proposed ideas and plans for work appropriate to the working environment that aligns with the settings mission, values, and workflow; ii) information collected and resources utilized that were needed to assess and complete work functions; iii) evaluation of what skill sets are required to complete work functions, and iv) judgements on whether their current skill set meets the identified work functions. Notes: Normally for students in their fourth year of study. Classroom/tutorial sessions are variable per week in addition to the macro in field learning experience. May be taken concurrently with KRLS 492. Prerequisite: Successful completion of KRLS 291.

Students will participate in a singular, comprehensive, high -density, macro (variable; ~8 -12 hrs/week or ~120 -180 hrs/term), In Field Learning placement with an assigned mentor. During this intensive in the field learning experience, students will become fully integrated into the work of their assigned Field Placement that will provide students with an intensive short term hands-on practical experience in a setting relevant to their subject of study and lead to relatively independent work by the completion of the placement. Students will work towards contributing to their assigned field placement's capacity, critically assessing issues, designing, implementing, and evaluating strategic initiatives, while at the same time gaining confidence and skills as a practicing professional under the direction of the course instructor and the placement mentor. Students will report back to the course instructor regularly i) proposed ideas and plans for work appropriate to the working environment that aligns with the settings mission, values, and workflow; ii) information collected and resources utilized that were needed to assess and complete work functions; iii) evaluation of what skill sets are required to complete work functions, and iv) judgements on whether their current skill set meets the identified work functions. Notes: Normally for students in their fourth year of study. Classroom/tutorial sessions are variable per week in addition to the macro in field learning experience. May be taken concurrently with KRLS 492. Prerequisite: Successful completion of KRLS 291.

This is an independent study course that allows students to explore a research topic under the supervision of a Doctoral student. Students will use the resources of libraries, laboratories, and current research projects with the goal of gaining an understanding of the process of conducting research. The student will be introduced to methodology and theory in a designated research area through reading, discussion, and practical application. Normally for students in their fourth year of study. Note: Students must have a minimum GPA of 3.0 over their last 30 credits. Prerequisite: KIN 209 or 409 or RLS 210 and consent of the Associate Dean, (Undergraduate Programs). Students must arrange a topic with a Doctoral student. Credit will be granted for only one of KRLS 495 or PERLS 495.

A course offered on a topic of current interest in physical education and sport. Topics may vary from year to year. Prerequisite: Consent of Faculty. Credit will be granted for only one of KRLS 497 or PERLS 497.

A course designed to meet the needs of individual students in completion of the In Field Learning requirements of their degree program. A singular, comprehensive, high-density, macro experience (variable; ~8-12 hrs/week or ~120-180 hrs/term), in combination with academically focused work, completed under the direct supervision, mentorship, and instruction of an academic member in the Faculty of Kinesiology, Sport, and Recreation or approved affiliate. Normally for students in their fourth year of study. Notes: Classroom/tutorial sessions are variable per week in addition to the macro in field learning experience. Prerequisite: Successful completion of KRLS 392 and consent of the KSR Experiential Learning Lead. Students must arrange a project with an academic staff member or approved affiliate.

A course designed to meet the needs of individual students in completion of the In Field Learning requirements of their degree program. A singular, comprehensive, high-density, macro experience (variable; ~8-12 hrs/week or ~120-180 hrs/term), in combination with academically focused work, completed under the direct supervision, mentorship, and instruction of an academic member in the Faculty of Kinesiology, Sport, and Recreation or approved affiliate. Normally for students in their fourth year of study. Notes: Classroom/tutorial sessions are variable per week in addition to the macro in field learning experience. Prerequisite: Successful completion of KRLS 392 and consent of the KSR Experiential Learning Lead. Students must arrange a project with an academic staff member or approved affiliate.

A course designed to meet the needs of individual students in completion of the In Field Learning requirements of their degree program. A singular, comprehensive, high-density, macro experience (variable; ~8-12 hrs/week or ~120-180 hrs/term), in combination with academically focused work, completed under the direct supervision, mentorship, and instruction of an academic member in the Faculty of Kinesiology, Sport, and Recreation or approved affiliate. Normally for students in their fourth year of study. Notes: Classroom/tutorial sessions are variable per week in addition to the macro in field learning experience. Prerequisite: Successful completion of KRLS 392 and consent of the KSR Experiential Learning Lead. Students must arrange a project with an academic staff member or approved affiliate.

A course designed to meet the needs of individual students in completion of the In Field Learning requirements of their degree program. A singular, comprehensive, high-density, research experience (variable; ~8 hrs/week or ~120 hrs/term), in combination with academically focused work, completed under the direct supervision, mentorship, and instruction of an academic member in the Faculty of Kinesiology, Sport, and Recreation or approved affiliate. Normally for students in their fourth year of study. Notes: Successful completion of KRLS 391 recommended and consent of the KSR Experiential Learning Lead. Students must arrange a project with an academic staff member or approved affiliate.

A course designed to meet the needs of individual students in completion of the In Field Learning requirements of their degree program. A singular, comprehensive, high-density, research experience (variable; ~8 hrs/week or ~120 hrs/term), in combination with academically focused work, completed under the direct supervision, mentorship, and instruction of an academic member in the Faculty of Kinesiology, Sport, and Recreation or approved affiliate. Normally for students in their fourth year of study. Notes: Successful completion of KRLS 391 recommended and consent of the KSR Experiential Learning Lead. Students must arrange a project with an academic staff member or approved affiliate.

A course designed to meet the needs of individual students in completion of the In Field Learning requirements of their degree program. A singular, comprehensive, high-density, research experience (variable; ~8 hrs/week or ~120 hrs/term), in combination with academically focused work, completed under the direct supervision, mentorship, and instruction of an academic member in the Faculty of Kinesiology, Sport, and Recreation or approved affiliate. Normally for students in their fourth year of study. Notes: Successful completion of KRLS 391 recommended and consent of the KSR Experiential Learning Lead. Students must arrange a project with an academic staff member or approved affiliate.

Students will pursue a topic of interest at an advanced level in an area relevant to their program of studies in the Faculty of Kinesiology, Sport, and Recreation and engage in an intensive self-directed study implementation under the supervision of a faculty member. Students are required to complete a detailed research proposal (with literature review and ethics approval if appropriate) in the Fall Term and the implementation of the study in the Winter Term. The Senior Undergraduate thesis involves the definition of an independent research proposal from the student, as well as the implementation of the research project, submission of the completed undergraduate research thesis, and a formal presentation of the project findings. NOTE: Students must arrange for a faculty member approved by the Faculty of Kinesiology, Sport, and Recreation to oversee their thesis. Permission for enrollment in this course is required from the Associate Dean, Undergraduate Programs in the Faculty of Kinesiology, Sport, and Recreation. Students must contact their assigned academic advisor for information regarding application and completion requirements. Students must be in their fourth or final year standing in a Faculty of KSR undergraduate program and have achieved a cumulative GPA of a minimum of 3.0 at the time of application.

Students will pursue a topic of interest at an advanced level in an area relevant to their program of studies in the Faculty of Kinesiology, Sport, and Recreation and engage in an intensive self-directed study implementation under the supervision of a faculty member. Students are required to complete a detailed research proposal (with literature review and ethics approval if appropriate) in the Fall Term and the implementation of the study in the Winter Term. The Senior Undergraduate thesis involves the definition of an independent research proposal from the student, as well as the implementation of the research project, submission of the completed undergraduate research thesis, and a formal presentation of the project findings. NOTE: Students must arrange for a faculty member approved by the Faculty of Kinesiology, Sport, and Recreation to oversee their thesis. Permission for enrollment in this course is required from the Associate Dean, Undergraduate Programs in the Faculty of Kinesiology, Sport, and Recreation. Students must contact their assigned academic advisor for information regarding application and completion requirements. Students must be in their fourth or final year standing in a Faculty of KSR undergraduate program and have achieved a cumulative GPA of a minimum of 3.0 at the time of application.

Concepts, theories, and perspectives of leisure and recreation are examined in relation to the psychological, sociological, cultural, political, and global significance of leisure. Practical implications will also be explored. Note: Credit will be granted for only one of KSR 500 or RLS 510.

A social psychological examination of leisure behaviour research and theory, including motivations for, constraints to, experiences during, benefits from, and costs of, leisure. Note: Credit will be granted for only one of KSR 501 or RLS 531.

An interdisciplinary perspective on policy, planning, and management issues associated with parks, protected areas, and the stewardship of natural and cultural heritage. Current issues facing conservation and outdoor recreation agencies will be emphasized. The provision and management of outdoor recreation opportunities within protected areas is also examined. Prerequisite: RLS 225, or permission of the instructor. Note: additional fees related to Field Trip expenses are anticipated. Note: Credit will be granted for only one of KSR 502 or KRLS 541.

This seminar explores nature, sport, parks, and travel at the crossroads of environmental and cultural history. It concerns ideas about nature expressed through outdoor pursuits and leisure from the 19th to the 21st century. Modern influences framed and promoted many outdoor pursuits and environments as natural, yet they were also culturally defined. Focused on Canada with international tangents, it studies conservation, adventure, wilderness, recreation, tourism, play, health, and body culture in outdoor life. Seminars may include topics such as natural history and field science, park origins and advocacy, mountaineering and paddling, snow sports and winter pastimes, expeditions and tours, wildlife and guiding, urban design and parks, outdoor education, youth movements and camps, nature art and literature, heritage and festivals, and tourism traced in cultural landscapes. Teaching encourages students from various disciplines to engage with history. Collaborative seminars and field trips incubate individualized research and writing to understand past and present concerns of people, place, and politics related to leisure and sustainability. Note: Credit will be granted for only one of KSR 504, KRLS 504 or PERLS 504.

Examines contemporary socio-cultural discussions and debates regarding the body as a social phenomenon, with a particular focus on understanding intersections of the body, physical activity, exercise and health. In doing so, questions regarding social construction, representation and regulation of bodies as well as experiences of embodiment will be examined. Credit will be granted for only one of KRLS 506 or PERLS 506. Note: Credit will be granted for only one of KSR 506, KRLS 506 or PERLS 506.

An examination of the place of sport in contemporary Canadian popular culture, with three principal aims: 1) To offer an introduction to Cultural Studies and its key concepts; 2) To give students a chance to think about how social difference and inequality work in contemporary Canadian society, and how it is reflected in the world of sport and leisure; and 3) To examine the effects of both cultural and economic globalization on sport and Canadian society. Credit will be granted for only one of KRLS 507 or PERLS 507. Note: Credit will be granted for only one of KSR 507, KRLS 507 or PERLS 507.

Note: Credit will be granted for only one of KSR 510, KIN 500 or PEDS 500.

The theory and practice of exercise tests, interpretation, and exercise prescription for selected populations. Note: Credit will be granted for only one of KSR 511, KIN 511 or PEDS 511.

This course focuses on the functions, control and integration of the cardiovascular and pulmonary systems. It is designed to increase the student's knowledge of regulation and integration of the cardiovascular and respiratory systems in health and disease. Responses and adaptations to acute and chronic exercise will be used as a foundation upon which the concepts of control and integration will be explored. Clinical applications (e.g., exercise, high altitude) and pathophysiology (e.g., Type 2 diabetes, heart disease) will be reviewed. Prerequisite: KIN 200. This course may not be taken for credit if credit has already been obtained for KIN 413. Note: Credit will be granted for only one of KSR 513, KIN 513 or PEDS 513.

This course provides students with a survey of selected topics in exercise physiology with an emphasis on the application to sport and the planning practices employed by coaches. The course will normally include the study of metabolic, cardiorespiratory, neuromuscular and environmental physiology with reference to training and competition across a variety of sporting contexts. As well, possible topics may include the discussion of a variety of contemporary physiological issues related to coaching such as: sex-based differences in fitness norms for sport performance, ergogenic aids, and the place of experiential knowledge in enhancing sport performance. Note: Credit will be granted for only one of KSR 514, KIN 514, PEDS 514, or KSR 787.

This is primarily a laboratory experience for students to gain competencies in performing basic histochemical and biochemical procedures that are common in exercise physiology research. Prerequisite: Consent of the Instructor. Note: Credit will be granted for only one of KSR 517, KIN 517 or PEDS 517.

Concepts and perspectives in organizational theory are examined in relation to sport and recreation organizations in the public, nonprofit/voluntary, and commercial sector to help students understand and analyze the complexity of managing sport and recreation organizations effectively. Credit will be granted for only one of KSR 520 or KSR 711.

Emphasis is on the role of the federal, provincial, and municipal governments in Canada in recreation, health, wellness and amateur sport including the inter-organizational relations between the public sector and non-profit/voluntary amateur sport and community service organizations. Credit will be granted for only one of KSR 521 or KSR 712.

This course examines financial issues associated with the recreation, sport, and tourism industries. Topics include industry trends and challenges, public partnerships, economic rationales for investment, sources or funding, revenues, and business development. Credit will be granted for only one of KSR 522 or KSR 713.

A study of basic marketing concepts with applications to sport and recreation organizations. Topics may include promotions and public relations, consumer behavior, marketing communications, and branding. Credit will be granted for only one of KSR 523 or KSR 714.

An overview of the key concepts and issues associated with facility and event management within the sport and recreation industry. Credit will be granted for only one of KSR 524 or KSR 715.

The course will examine current topics and issues within the sport and recreation environment from a variety of perspectives including economic, finance, sociology, management, and ethics. Credit will be granted for only one of KSR 525 or KSR 716.

Seminar on current theoretical, practical and research issues in adapted physical activity. Note: Credit will be granted for only one of KSR 530, KIN 530 or PEDS 530.

A critical survey of topics and issues that are foundational to research, theory, and practice within adapted physical activity. Topics may include models of disability, social justice and intersectionality, and constraints and affordances that influence participation in physical activity and leisure by persons with impairments.

An examination of strategies, approaches, and practices for assessing programs, and their impacts, within adapted physical activity and other related settings (e.g., rehabilitation). Quantitative, qualitative, mixed, and alternative (e.g., arts-based) assessment methods will be introduced and critically analysed, with an emphasis on disability-affirming approaches to each. This course will explore how to conduct various types of program evaluation (e.g., formative, summative, accountability-based) in a way that meaningfully engages stakeholders and shares learnings in an accessible, inclusive, and impactful way.

A reflexivity-centered approach to supporting course participants in making complex, ethical and theoretical decisions in practice contexts. Course participants will examine the taken for granted assumptions that underpin our practices as adapted physical activity professionals and explore practice-oriented tools and knowledges that can be used to support the development of a theoretically and ethically reflexive praxis.

An overview of key concepts, issues related to accessible and universal design, as well as specific, actionable tools for assessing and creating more accessible physical spaces, online spaces, physical activity programs, media and communications, as well as learning experiences. This course will engage with access issues faced by a wide range of people, and be applied to contexts most relevant to course participants. They will also learn how to develop key organizational policies to support the creation of more accessible, inclusive, and equitable spaces.

An exploration of the various instructional approaches and programming models that are used within adapted physical activity settings, to promote innovative and cooperative service delivery. This course will include opportunities to apply theory in a real-life setting, which may involve acquiring practice oriented tools to provide supports as needed and empower individuals. This course can either be fulfilled through an on-campus learning environment at the University of Alberta's Steadward Centre for Personal and Physical Achievement, or through a pre-approved practice context negotiated by the course participant.

An examination of current topics relating to coaching athletes experiencing disability across the stages of Long Term Development (LTD). The course will cover a range of sports for various different impairment groups, and will discuss structural, inter-relational, and individual considerations.

Disability-affirming practice requires an engagement with knowledges produced by thinkers and leaders who experience disability, as well as an understanding of the immense diversity of disability experience. Course participants will learn about how scholars, activists, and self-advocacy leaders who self-identify as Deaf, disabled, Mad, sick, and neurodivergent conceptualize their own bodies, minds, lives, and physical activities of meaning. Emphasis will be placed on how disabled and neurodivergent people's lives are always impacted by equity issues relating to culture, religion, Indigeneity, race, gender, sexuality, newcomer status, class, and caste.

This course will incorporate a diverse set of theories and approaches to cultivating relationships, activities, and environments that work to acknowledge trauma and minimize retraumatization. The focus will be on trauma- informed practice within adapted physical activity, therapeutic recreation, sport, and movement cultures more broadly. This course prioritizes critical disability studies, mad studies, and justice-oriented approaches to trauma- informed practice. Students will be supported to craft their own trauma-informed practice approach to pedagogy, coaching, research, sport, organizing, or other engagements with movement cultures.

This course examines a range of psychosocial aspects of sport and physical activity participation among children and youth. Topics may include parental involvement, peer relationships, coach/leader behaviour, sport for development, talent development, life skills, and inclusion, and exclusion especially as they relate to an awareness and appreciation of difference and diversity. Throughout this course, ways in which coaches and physical activity instructors can promote positive developmental experiences for children and youth will be discussed, along with strategies for knowledge translation and exchange with broader community audiences including, in particular, Indigenous communities. Note: Credit will be granted for only one of KSR 541, KIN 541, PEDS 541, or KSR 741.

This course offers a theoretical and empirical analysis of psychological constructs that underlie athlete performance and experience in competitive sport. The course examines the theoretical underpinnings of psychological (e.g., confidence, motivation), emotional (e.g., anxiety, anger), cultural (e.g., norms, roles), and personality characteristics (e.g., perfectionism, grit) that shape and inform the competitive sport experience for athletes. Students are exposed to key psychological constructs relevant to competitive sport settings and effective coaching in order to account for participation and performance in sport as a deeply holistic process. Note: Credit will be granted for only one of KSR 544, KIN 544, PEDS 544 or KSR 744.

An overview of the role of physical activity in cancer control. Specifically, physical activity is examined for its role in cancer prevention, coping with treatments, rehabilitation after treatments, palliative care, long term survival, secondary prevention and survival. A multidisciplinary perspective draws on kinesiology, oncology, nursing, epidemiology, psychology, rehabilitation medicine and health promotion. Note: Credit will be granted for only one of KSR 545, KIN 545 or PEDS 545.

This course will address social-cognitive theories as they relate to behavioral change in the broad areas of health-promoting-behaviors (HPBS) with particular emphasis on physical activity. The theories and models to be covered will include Stages of Change, Social-Cognitive and Self-efficacy, Reasoned Action and Planned behavior, Self-esteem (various), etc. The specific context areas and order of classes will be determined in consultation with the class members each term. Areas of common interest will be identified and used as the basis for classes and examples throughout the term. The course is appropriate for individuals interested in social psychological and social-cognitive influences on health promoting behaviors and sport performance. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar. Note: Credit will be granted for only one of KSR 546, KRLS 541 or PERLS 541.

This course will explore and critically examine the social issues to gain an understanding of the historical and contemporary relationship between Indigenous and settler societies. Specifically, this course endeavors to investigate how Canada's brand of colonialism has impacted Indigenous collectivities both historically and today. Credit will be granted for only one of KSR 563, KSR 763, KRLS 563 or PERLS 563.

This course will examine the policies, politics, perceptions and practices related to managing recreation, sport and physical activity programs that occur in or engage indigenous communities. While a global context will be considered, the experience of Indigenous people in Canada will be central to this course. Attention will be given to applying different community and policy development theories to current issues and trends. Credit will be granted for only one of KSR 564, KSR 764, KRLS 564 or PERLS 564.

This course will examine the role of physical activity in the lives of Indigenous peoples. While global contexts will be considered, the experiences of Indigenous peoples in Canada will be the focus of the course. The manner in which colonization continues to shape the physical activity of Indigenous peoples will be examined and frameworks for the potential promotion of physical activity will be considered. Credit will be granted for only one of KSR 565, KSR 765, KRLS 565 or PERLS 565.

Students will be required to coach for a complete season as head coach or assistant coach with major responsibilities in High Performance program approved by the student's Coaching Mentor. The purpose of the practicum is to provide students with practical experience of running their own High Performance program for an entire duration of 1 annual cycle that will include 1 competitive season. Note: a minimum of 250 hours of outside-classroom time is required. Prerequisite: consent of the Faculty. Note: Credit will be granted for only one of KIN 572 or KSR 572 or PEDS 572.

Students will be required to coach for a complete season as head coach or assistant coach with major responsibilities in High Performance program approved by the student's Coaching Mentor. The purpose of the practicum is to provide students with practical experience of running their own High Performance program for an entire duration of 1 annual cycle that will include 1 competitive season. Note: a minimum of 250 hours of outside-classroom time is required. Prerequisite: consent of the Faculty. Note: Credit will be granted for only one of KIN 572 or KSR 572 or PEDS 572.

A study of critical factors within the work environment of a high performance coach and strategies for effectiveness in complex and competitive work environments. Note: Credit will be granted for only one of KSR 573, KRLS 573 or PERLS 573.

This course critically examines various power-knowledge formations and systems of discrimination such as racism and sexism and the implications they hold for those involved in the provision and production of sport. The starting point for this course is that performance and coaching in sport is an inherently complex, uncertain, and ambiguous process with long-standing colonial ties and neoliberal tendencies. This course provides students with a number of strategies and approaches informed by social theory to enable them to reflect on the effects of these various systems and processes in order to design and implement more effective and ethical practices. Note: Credit will be granted for only one of KSR 575, KRLS 575, PERLS 575 or KSR 775.

This course examines a range of knowledges, perspectives and practices relevant to effective programming and pedagogy across a variety of coaching contexts. Note: Credit will be granted for only one of KSR 576, KRLS 576 or PERLS 576.

A study of basic philosophical issues, methodology and methods used by researchers in physical activity, sport, recreation and leisure. The emphasis of this course will be on quantitative inquiry. Prerequisite: KIN 309 or consent of Faculty. Note: Students will not receive credit for KRLS 580 if credit was previously awarded for KIN 580. Note: Credit will be granted for only one of KSR 580, KRLS 580 or PERLS 580.

An examination of philosophical issues and contemporary research methodologies in the fields of physical activity, sport, recreation, and leisure. The emphasis of this course will be on qualitative inquiry. Note: Credit will be granted for only one of KSR 581, KRLS 581 or PERLS 581.

Note: Credit will be granted for only one of KSR 582, KRLS 582 or PERLS 582.

This course will explore recent and seminal research in the field of motor learning and performance in sport. A number of current theories and models will be discussed as well as the experimental literature concerned with the learning and performance of skilled movement across a diverse range of sport contexts. Also covered in this course will be various issues concerning the `nature' of motor skills, transfer of practice and feedback, as well as their integration with the retention of motor skills with specific application to the practice of coaching as a complex and highly integrated act. Note: Credit will be granted for only one of KSR 586 or KSR 786.

This course will provide students with a detailed mechanical exploration of form and function in the human system with respect to performance in sport. The focus will be on the integration of various anatomical and mechanical concepts and their specific application to movement across a range of sport contexts. Students will also be encouraged to consider how both qualitative and quantitative applications of biomechanics to coaching can enhance athletes' movement and performance capabilities through a rich and holistic understanding of the moving body in culture. Note: Credit will be granted for only one of KSR 588 or KSR 788.

Note: Credit will be granted for only one of KSR 590, KRLS 590 or PERLS 590.