Undergrad (BKin)

Kinesiology at UBC offers you a premier choice to start your professional career in the field of Kinesiology, active health, research, education, recreation, or sports. A Bachelor of Kinesiology (BKin) is also an excellent step on the way to a second degree in medicine, rehabilitation sciences, education and dentistry, among many others.

The undergraduate BKin degree program at the School of Kinesiology offers a core curriculum consisting of courses in active health, biomechanics, anatomy, physiology, motor learning, psychology and sociology. In the last two years of your degree, you will specialize in one of three streams: Interdisciplinary Studies (IDKN), Kinesiology and Health Science (KINH), or Leadership Education for Physical Activity Sport and Health (LEED, formerly PEDH).

How to Apply

In the undergraduate Bachelor of Kinesiology (BKin) degree program, you will study a core curriculum consisting of courses in general health, biomechanics, anatomy, physiology, motor learning, psychology, sociology, and physical education. In the last two years of your degree, you will specialize in one of three streams:

  1. Interdisciplinary Studies (IDKN)

    This stream offers increased flexibility for students, allowing them to choose electives that suit their interests and career pursuits. This stream prepares students for the kinesiology career of their choice or for advanced studies in liberal arts or sciences. Students are able to complete minors in Land and Food Systems, science, arts, or commerce.

  2. Kinesiology & Health Science (KINH)

    This stream prepares students for advanced studies in human movement science and health and fitness, and for future certification and work as a Kinesiologist. This stream is accredited by the Canadian Council of University Physical Education and Kinesiology Administrator (CCUPEKA). Students are able to complete minors in Land and Food Systems, science, arts, or commerce.

  3. Leadership Education for Physical Activity, Sport, and Health (LEED, formerly PEDH)

    The Leadership Education for Physical Activity, Sport, and Health stream (LEED, formerly PEDH) prepares students for leadership and instructional careers in a variety of physical activity and sport settings in both public and private agencies. Students in the LEED program who wish to enter the faculty of education to pursue school-based physical education teaching careers, following completion of the BKin, will have fulfilled Faculty of Education admission requirements through the course requirements of the LEED stream. The Leadership Education for Physical Activity, Sport, and Health stream is an accredited program certified by the Canadian Colleges and Universities Physical Education and Kinesiologists Association (CCUPEKA). Students are able to complete minors in Land and Food Systems, science, arts, or commerce.

Focused Learning in Action

The school's teaching aspires to excellence, and is dedicated to providing you with a personalized and student-centred education. Kinesiology courses offer many opportunities to work in small groups and present your work to your peers. We support many of our courses with Connect technology, so you have easy access to course notes and peer discussion groups outside of the classroom. You will also have the opportunity to experience hands-on work in our student laboratories and complete a directed study course in any of our Kinesiology research laboratories.

Dual Degree Bachelor of Kinesiology/Master of Management  (BKin/MM)

For information and application, visit Sauder's Bachelor and Master of Management Dual Degree.

Dual Degree BKin/BEd Secondary: Physical Education


The development of dual degree opportunities is intended to engage students in the study of teacher education early in their academic career with a view to:

  • Providing an opportunity to confirm interest in teaching
  • Developing a teaching context within which academic studies will take place
  • Creating a frame of reference for students to consider learning completed during academic studies in Physical Education

Benefits for Students:

  • Students complete the requirements for two degrees, BKin and BEd Secondary, over a period of 5 years
  • Students engage in teacher education earlier thereby confirming interest in and commitment to teaching
  • Students gain experience and knowledge about the context of teaching to inform their academic studies
  • Students finish both degrees with less credit requirements, as there is some reduction in total credits required for completion when compared to the traditional 4+1 post-degree option. This reduces tuition costs for students
  • Students finish earlier than the traditional 4+1 post degree option.
  • Students are eligible to apply for BC Provincial Teaching Certificate upon successful completion
  • Students have the option of terminating BEd studies during the process, but remain eligible for completion of their initial degree


  • Students apply during Term 2, Year 2
  • Both faculties must approve the application
  • A minimum 65% GPA in work to date is required – This GPA in academic studies must be maintained in order to remain active in the Dual Degree program
  • Some Summer Session study is required in Years 2-5 [Term 1 only]
  • Both faculties agree to accept as elective credits designated courses from the partner faculty.
  • Students must complete both degree programs to graduate from either, unless they terminate their BEd studies, in which case they can complete the normal BKin degree requirements

Dual Degree Important Links:

Bachelor of Education Viewbook: Check out p. 24 on the view book for more information about teacher education at UBC.

Check out BEd Dual Degree for information and links for contacting a BEd admissions advisor.
Download the Dual Degree BKin/BEd Application Form

UBC and the School of Kinesiology welcome students from Canada and around the world.

Curriculum Requirements

Curriculum Name Specific Requirements
Canadian High Schools Kinesiology - specific requirements Select your province or territory from the list below to find out what the Kinesiology- specific requirements are for your high school curriculum.

Advanced Placement (AP) At UBC, we recognize the value of AP courses. All AP courses are eligible for admission consideration and AP course grades may be combined with an approved high school curriculum to meet the University’s admission requirements.
American Curriculum One of senior-level Mathematics (Pre-Calculus) or one full year of Chemistry, Physics, or Biology
British patterned education (A Levels & GCSEs) One of Mathematics, Chemistry, Physics, or Biology (A or AS Level)
French Baccalaureate One of Mathematiques (coeff. 7+)or Biologie-Ecologie (coeff. 5+) or Sciences de la Vie et de la Terre (coeff. 5+) or Phys-Chimie (coeff. 6+)
International Baccalaureate (IB) One of Math (Standard or Higher Level) , IB Biology, IB Chemistry, or IB Physics
Other International Curricula One of: senior level math (pre-calculus), biology, chemistry, or physics

Additional international countries are listed on you.ubc.ca

First-Year Credit

Many students in the School of Kinesiology are granted first-year credit for IB, AP or British A Levels. These credits can be used to meet the Kinesiology program or streams requirements. For details on what first-year credit you're eligible to receive, select your program from the list above.

This is your pathway if you have taken a minimum of 24 transferable credits at a recognized college or university. Please note that if you have completed between 6 and 23 transferable credits, your basis of admission is a combination of your high school and college or university work. Both your secondary school and post secondary studies must satisfy the UBC entrance requirements for your program of choice.

If you have completed 24 or more transferable credits at the post-secondary level, UBC will calculate your GPA based on your post-secondary courses. If you have earned more than 30 transferable credits, you will be evaluated on your most recent 30 transferable credits of study, including any failed or repeated courses.

While your post-secondary grades can act as your basis of admission, you must also meet the School of Kinesiology's secondary school entrance prerequisites.

Transfer Credit

To help you determine if your post-secondary work is transferable to UBC, please see the BC Transfer Guide. In BC, post-secondary institutions guarantee credit for courses or programs completed at other institutions, provided that these are listed in this Guide.

If a satisfactory grade has been achieved and if UBC offers an equivalent course, UBC will grant transfer credit for any course successfully completed at a recognized post-secondary institution. The maximum allowable transfer credit is no more than 50% of required program credits or up to a maximum of 60 credits.

How to Apply

Entrance requirements and application procedures can be found at the UBC Student services website.

For scholarships offered by UBC for Canadian, International students entering the university - please visit their website for further details.

Entrance Awards in the School of Kinesiology

Gordon L. Diewert Community Service Entrance Award

A $1000 Service Award was created in memory of Dr. Gordon L Diewert, who was killed by a drunk driver, to promote the prevention of drinking and driving. The award is granted annually on the basis of good academic performance and community service to a high school student entering the School of Kinesiology. The recipient must provide written evidence that they have participated in activities associated with the prevention of drinking and driving. Preference will be given to students who took leadership roles in their high school Dry Grad activities. Note, this scholarship is available only to new high-school graduating students directly entering first-year in the School of Kinesiology.

Download the application package.

School of Kinesiology Entrance Awards for Aboriginal Students

Two awards of $1,000 each have been created by the School of Kinesiology for entering Aboriginal students who are enrolled in at least 24 credits of course work over the Winter Session. The awards may be renewed for one year only, subject to satisfactory completion of the first year and enrollment in a second year of study in the School of Kinesiology with at least 24 credits of course work. The awards are made on the recommendation of the School.

More information here.

How would you like to shape your career path?

The goals of the various individuals and organizations working within the discipline of kinesiology are to improve people’s quality of life in a number of populations and settings through increasing physiological functioning and psychological health. A degree in kinesiology can lead to a number of careers in a wide range the fields such as education, fitness and recreation, sports management, medicine, physical therapy, and nutrition.

Graduates of kinesiology can be found in schools, universities, hospitals, military environments, hotels, recreation centers, sports clubs, aquatic facilities, health clinics, wellness centers, and other private and public agencies.  Interested in seeing what some of our graduates have done with their degrees?  See what they are doing now here.

Take a look at some possible career choices to see what courses you might need to help get you where you want to be.

At The School of Kinesiology, we bring you more than an exceptional interdisciplinary, international education – we bring you the world.

Canada is internationally recognized as a country that delivers the highest standards of education, and UBC is no exception. As a Kinesiology student, you will be part of a diverse community that is home to some of the brightest minds in the world, building relationships that will last a lifetime.  Here are some of our Kinesiology Student Stories.

KINterested in research?

By Eric Chau, Zoe Sarafis, Brian Hayes

Are you a UBC kinesiology student interested in the sciences? If you are, this article was written for you!

As kinesiology students, we study exercise and movement sciences, encompassing in part, theoretical analysis in biomechanics, anatomy, and physiology. But, have you wondered how the information that we learn in a classroom is generated, validated, and disseminated? Research is required to uncover and expand upon our knowledge of microscopic and macroscopic mechanisms underlying physiological, biochemical, and biomechanical functions. Research can help us understand what processes are involved in response to activity or how exercise and/or physical trauma alter bodily functions, as well as organ cell composition and structure. Similarly, in vivo and in vitro imaging in pre-clinical research is able to map anatomical structures and use computed simulations to conduct a functional analysis of organs and tissues. Data generated from such research is statistically analyzed to confirm the significance of the research results, which can then be used as the basis for translation into the human context. UBC offers numerous opportunities for Kinesiology students to explore and participate in research. Here, we provide an overview of our collective experiences in a variety of research areas at the International Collaboration on Repair Discoveries (ICORD), a world leading centre for translational spinal cord injury (SCI) research located at Vancouver General Hospital. Collectively, our experiences have enhanced our learning, provided us networking opportunities with current experts in the field, and allowed us to contribute to the communal effort towards SCI research.


Eric ChauMy name is Eric Chau and I am entering my fourth year in the Interdisciplinary Studies Stream in Kinesiology. I have had the opportunity to become involved in Dr. Christopher West's lab at ICORD as a volunteer research assistant for the past year. Collectively, my experiences have included assisting in a variety of imaging and measurement techniques to capture the changes to cardiac function following SCI. My current project, which ties into my Kin 499 directed studies, involves individual work contributing to a larger study investigating the effects of minocycline (an anti-inflammatory drug) on cardiac function following experimental SCI in rodents. Specifically, I analyze and compile in vivo data on heart and cardiovascular (CV) function at different timepoints of the study. During my time here, I have learned the merits of innovative techniques such as pressure-volume catheter conductance technique, magnetic resonance imaging, and echocardiography in addition to operating their respective analytical software. Individually, these techniques provide us information on structural dimensions and hemodynamic indices, but together, they can paint a more comprehensive picture of the vast physiological changes that we can see following SCI. From taking part in the live surgeries and recordings, to analyzing and organizing the data, I can firsthand observe the process of how raw measurements from complex lab techniques are converted into sound results for publication.

Highlighted personal benefits:

  • Applied theoretical concepts to recognize irregular data/outliers and attempt to explain the physiological basis behind the patterns we observe
  • Increased expertise and knowledge around common laboratory imaging techniques used to gather data on important outcome measures


Zoe Sarafis

My name is Zoe Sarafis and I am entering my fourth year in the Kinesiology Health Science Stream. Through the UBC Faculty of Medicine Summer Student Research Program, I had the opportunity to conduct a research study on SCI in Dr. Andrei Krassioukov’s laboratory this summer. My 8-week project was aimed at evaluating the effects of SCI on the brain. Following SCI, instability results in the autonomic system controlling involuntary bodily functions, causing low resting blood pressure and episodes of transient high blood pressure, termed autonomic dysreflexia. In both able-bodied and spinal cord injured individuals, hypertension, or high blood pressure, mediates an increased risk for stroke and cerebrovascular dysfunction. My project thus aimed to elucidate the cerebral consequences resulting from SCI, by quantifying morphological changes in the brain following SCI. I specifically assessed blood vessel density, cerebral blood vessel fluid leakage, and neuronal density in the hippocampus of spinal cord injured and uninjured animals, using biologic markers. The project required me to learn and apply complementary techniques in immunohistochemistry, such as tissue sectioning, immunofluorescence staining, imaging and performing statistical analysis to validate my experimental results. The outcome of my project will contribute to a larger research initiative aimed at understanding the cerebrovascular consequences of exposure to autonomic dysreflexia in individuals following SCI.

Highlighted personal benefits

  • Learned technical laboratory skills in biochemistry, including tissue sectioning, immunofluorescence staining, and imaging on confocal and epifluorescence microscopes
  • Refined my ability to critically evaluate scientific claims and formulate a research plan
  • Learned to draft and execute an experimental design and developed project management skills


Brian Hayes

My name is Brian Hayes and I recently graduated with a BKin in Health Sciences. I became involved in Dr. West’s lab at ICORD initially as a volunteer research assistant conducting data analysis. I learned that CV issues are actually the primary cause of death following SCI, and to date, our understanding of the exact impact of SCI on the CV system is based off of studies using load-dependent measures of cardiac function. While this is informative, it only allows for the study of the CV system as a whole, opposed to isolating study of the heart in vivo. My initial project involved working with Dr. West to analyze load-independent pressure-volume cardiac data obtained directly from within the left ventricle of rats with varying levels of SCI. Later, I had the opportunity to formulate my own Kin 499 project. The specific aim of my project was to analyze heart tissue from uninjured rats and rats with T2 or T10 SCI to explore the impact of varying levels of SCI on the structure and function of the left ventricle. During this project I learned how to perform immunohistochemical staining, fluorescent light microscope imaging, and how to analyze and statistically compile the data in graphing software. The results corroborated with other findings from Dr. West’s lab, indicating that many of the profound changes seen in the CV system following SCI may not be due to the loss of muscle function, but to the loss of sympathetic activity below the site of injury. I was required to write a full scientific report and a give a ten minute presentation to share my findings with a group of researchers at ICORD. Lastly, I had the opportunity to do a poster presentation about my study at ICORD’s annual research meeting, which provided exposure to additional facets of research and science.

Highlighted personal benefits

  • Learned how to perform numerous histochemical assays and analytical measurements, such as immunohistochemical staining, fluorescent light microscopy and pressure-volume loop analysis
  • Learned to write a full research report, how to structure a presentation about research findings, and how to make and present a research poster

Although each of our experiences have been unique and we have contributed to separate projects, working at ICORD has provided us all with an incredible opportunity to participate in cutting edge research in the field of SCI, and to interact with a team of researchers comprised of clinicians, postdoctoral fellows, technicians, graduates and undergraduates. Together, we have been challenged to think strategically, reason, and work through problems encountered throughout the course of our projects. Working in a new environment has helped us to expand our personal skillsets, and has given us confidence to undertake other novel tasks. We believe working in research fosters both independence and teamwork, compelling us to continually search for answers and to collaborate with others. But most importantly, we were able to contribute to a larger research effort to address the secondary consequences emanating from SCI and now recognize the importance of the research we are conducting to the lives of individuals with SCI. We would like to thank Dr. West, Dr. Krassioukov, and Dr. Aaron Phillips for providing us both the guidance and the opportunity to translate theoretical principles we have learned throughout our kinesiology degrees into tangible lessons for personal growth as academics, and to join a community that continually strives to advance the field of SCI. Our experiences in the labs at ICORD have been truly invaluable, for which we will take with us to our future endeavours.

Raymond Wong


Program Kinesiology, Physical Education and Health
Activities Coaching, teaching, healthcare


Lunges. Knee kicks. Jumping jacks.

Raymond Wong, a 2013 UBC kinesiology graduate, recently led a group of track and field athletes with intellectual disabilities through the warm up at Queen Elizabeth Elementary School in Vancouver, on the final day of a weekend long training camp.  Read more >

Mallory White


Program Kinesiology Interdisciplinary Studies, School of Kinesiology
Activities Go Global, UBC REC, Varsity Rugby


Mallory White had no trouble finding the perfect fit at university. UBC’s Kinesiology program allowed her to combine her love of physical activity with her desire to work with people. That made for an amazing undergraduate experience — but the program has changed her life in other ways.  Read more >

Rachel Vukovich


Program Kinesiology, School of Kinesiology
From Toronto, Ontario
Activities Rowing


For Rachel Vukovich, making the transition to university life was easy. “It didn’t take long to make new friends. There was so much to explore. I really felt like I was part of something.” Rachel is a Kinesiology student with an interest in physiotherapy and massage therapy.  Read more>


Watch Rachel's Story

All stories re-posted courtesy of you.ubc.ca