Situated on the unceded, ancestral, and traditional territories of the xwmə0kwəy’əm (Musqueam) people in Vancouver, Canada, the School of Kinesiology at the University of British Columbia invites applications for a part-time sessional lecturer for the following positions in the 2026 Summer terms.
Summer session 1 – 2026
KIN 110-921 Human Anatomy
KIN 150-921 Sport and Exercise Psychology
KIN 235-921 Exercise Physiology I
Summer Session 2 – 2026
KIN 131 Systems Physiology I
KIN 132-921 Systems Physiology II
KIN 320-921 Exercise Testing and Prescription
KIN 335 Advanced Applications of Exercise Physiology
Applications are open for KIN 471 Work-Integrated Learning (WIL) 2026 Summer.
Don’t miss the opportunity to gain hands-on experience working within an inter-professional health team to asses and rehabilitate neurological balance and mobility deficits using evidence-based group, and individualized, exercise programming.
Applications are open now until 11:59pm March 6th, 2026.
Click the button below for course details, prerequisites, and required availability.
The UBC Active Kids Program is seeking passionate and knowledgeable instructors to join its team of Multisport and Physical Literacy Instructors this Spring term (May – June)!
Instructors introduce children to sport specific skills, agility, balance, coordination, and fundamental movement skills such as running, jumping, kicking, throwing, and catching. Using a variety of games and drills, all led by the instructor, the emphasis is on fun, building confidence and motivation, and developing a lifelong love of physical activity.
Full details about the job and how to apply are in the button below.
Take 15 minutes to help improve UBC! Complete the National Survey of Student Engagement (NSSE) to share your educational experiences at UBC. NSSE focuses on first- and fourth-year students to understand experiences at the start and near the end of their degree.
Complete the survey by March 30. Be entered to win 1 of 15 $100 gift cards!
First, it seeks to introduce students to Indigenous sports that Inuit Elders have carried forward from land-based ways of life into contemporary sport. Through this engagement, students are exposed to Inuit life and culture, experience Arctic Sports firsthand, and learn about their histories within broader contexts of colonization and cultural revitalization through sport.
Second, the collaboration supports ongoing conversations with the YASC about how UBC faculty and students can learn from and contribute to the YASC’s ongoing work in Arctic Sports, while also providing students with valuable skills and experience in Indigenous sport contexts, in partnership with Indigenous peoples.
To support these objectives, two returning instructors—Eric Porter (Kaska First Nation) and Emily King (Tahltan Nation), who is also a World Champion in the One-Foot High Kick—led the instructional components. They were joined by the YASC Executive Director, Gael Marchand (settler ally), who accompanied them throughout the week, participated in all activities, and led classroom sessions focused on the history and culture of the Inuit and Arctic Sports. The first large class began with an opening from the YASC Elder, Gord Reed, who joined virtually.
Over five days, from January 19–23, 2026, Gael, Emily, and Eric visited eight classrooms and engaged with approximately 800 students. In addition, they connected with UBC HOPE, the UBC student chapter of PHE Canada, the national association for Physical and Health Education.
Compared to the previous year, the initiative reached more students and a broader and more diverse range of classrooms, engaging students across multiple disciplines, including Indigenous Studies, History, Sociology, Health, and Psychology. This embedded, experiential learning model created meaningful opportunities for students across disciplines to engage with Arctic Sports as living cultural practices, while also allowing instructors and faculty to identify connections across courses and shared pedagogical interests.
Special thanks go to the Yukon Aboriginal Sport Circle (YASC) for their generous support and collaboration. Their ongoing work to promote Indigenous sports across the North and at UBC is vital, and we are deeply grateful for the opportunity to learn from their leaders.
The UBC School of Kinesiology is pleased to announce the appointment of Dr. Jesse Charlton as an Assistant Professor in Biomechanics of Human Movement.
Dr. Charlton joins the School following a postdoctoral fellowship awarded through Michael Smith Health Research BC and NSERC Banting in the labs of Dr. Jean-Sebastien Blouin, School of Kinesiology and Dr. Calvin Kuo, Biomedical Engineering. There, his work focused on transforming how we capture and understand human movement biomechanics by pushing research into the real world. Dr. Charlton leads an interdisciplinary research program that spans fundamental biomechanics and clinical applications, including musculoskeletal modelling, wearable sensing, human-interfacing devices, and biomechanically driven rehab for musculoskeletal disease and injury. Dr. Charlton has wide ranging experience, including work in the wearable health technology space, kinesiology, and physical education. His work is widely recognized for its impact across engineering and clinical research. Dr. Charlton received his MSc and PhD degrees in the Rehabilitation Sciences (Clinical Biomechanics) here at the University of British Columbia.
Please join the School of Kinesiology, Faculty of Education in welcoming Dr. Charlton in his new role, beginning March 1, 2026.
Dr. Charlton’s work is focused on transforming how we capture and understand human movement biomechanics by pushing research into the real world. Dr. Charlton leads an interdisciplinary research program that spans fundamental biomechanics and clinical applications, including musculoskeletal modelling, wearable sensing, human-interfacing devices, and bio-mechanically driven rehab for musculoskeletal disease and injury. Dr. Charlton has wide ranging experience, including work in the wearable health technology space, kinesiology, and physical education. His work is widely recognized for its impact across engineering and clinical research.
Potential Students
Curious and motivated students interested in pursuing a graduate degree or post-doctoral fellowship are encouraged to contact Dr. Charlton at jesse.charlton@ubc.ca
Congratulations to Dr. Jasmin Ma (Faculty of Education; UBC Movement for All Lab, Arthritis Research Canada) and KIN alumna Grace Schouten,on receiving UBC’s 2025 Partnership Recognition and Exploration (PRE) Fund. The PRE Fund awards up to $1,500 to bridge resource gaps to enable students, faculty, and staff to build reciprocal relationships with diverse community partners. This award was granted to Dr. Jasmin Ma, Grace Schouten, Noelle Virtue and Kirkland Halliday from the BC Recreation and Park Association (BCRPA) to deliver inclusive fitness training for BCRPA members. The project provides fitness leaders with continuing education credits (CECs) with the aim of improving accessibility of community recreation spaces and services for people with disabilities across British Columbia.
Online Training Directory
The online trainings can be accessed here for BCRPA CECs or on the M4A Lab website for free (no CECs).
About This Training
This training equips fitness professionals with practical strategies for creating inclusive exercise experiences for individuals with physical disabilities or functional limitations. Co-hosted by experts with both lived and practical experience, these modules will provide actionable insights that benefit all clients—because inclusion strengthens the entire fitness community.
Asynchronous training modules covering key topics include:
Congratulations to Carmen Golnaraghi, an MA in Kinesiology student at UBC who has been awarded funding through the Strategic Equity & Anti-Racism (StEAR) Enhancement Fund! The StEAR Enhancement Fund provides grants to help support community-led initiatives that advance equity and anti-racism goals. Carmen has been recognized for her proposed project, UBC TogetherActive: Supporting Connections Through Accessible Recreation. Keep reading to learn more about her vision and work.
Could you describe your proposed project UBC TogetherActive in more detail?
UBC TogetherActive is a pilot program designed to advance inclusive physical activity for students with visual impairments through structured, relational support. In this program, I work alongside my project supervisors, Dr. Erica Bennett and Dr. Andrea Bundon, who guide the program’s design, training, and evaluation. UBC TogetherActive pairs students with trained student volunteers as workout partners for weekly 45-minute sessions in campus recreation spaces. Each session involves co-navigation of the environment and engagement in activities selected by the student, including fitness classes, gym training, and sport leagues.
The program is grounded in relational pedagogy and principles of autonomy and empowerment, translating theoretical frameworks of inclusive practice into applied, actionable interventions. TogetherActive emphasizes shared participation rather than instruction, cultivating skill development, confidence, and self-efficacy while simultaneously fostering supportive peer networks. The program design is informed by collaboration with students, campus partners, and community organizations, creating a replicable model for research-informed, student-led inclusion initiatives in post-secondary recreation.
How will UBC TogetherActive impact the community?
Through the UBC TogetherActive program, students with visual impairments receive structured support that addresses both environmental and psychosocial barriers to participation. Many students commonly express apprehension or fear about engaging in recreational and fitness spaces due to unfamiliarity, perceived social barriers, or uncertainty about navigating physical environments.
By pairing students with trained volunteers, the program operationalizes relational and mentorship-based strategies to reduce anxiety, enhance confidence, and foster sustained engagement in movement. Beyond participant benefits, UBC TogetherActive provides student volunteers with experiential learning in adaptive practices and relational leadership, as well as training sessions with BC Blind Sports and inclusive program delivery. Collectively, these interactions contribute to a campus culture where inclusion is actively enacted through collaboration, presence, and evidence-informed practice.
What motivated you to pursue this project?
My trajectory toward developing UBC TogetherActive was shaped by my work as an academic mentor with the Centre for Accessibility, supporting students with visual impairments in navigating both campus and recreation environments. These experiences highlighted how environmental unfamiliarity and anticipatory social or logistical barriers can inhibit engagement, and how relational, trust-based support can mitigate these challenges.
Mentorship, recreation, and research experiences revealed that movement is not solely a physical act; it functions as a mechanism for cultivating self-efficacy, agency, and adaptive problem-solving. TogetherActive emerged from integrating these insights with academic frameworks on empowerment, autonomy, and relational pedagogy. The program translates these constructs into structured, applied practice, demonstrating how mentorship and guided participation can facilitate meaningful, confidence-building experiences in movement spaces.
What are some notable highlights from your time as a UBC KIN Undergraduate student?
My time in UBC Kinesiology has been profoundly formative and inspiring. I had the privilege of learning from guest lecturers, including Paralympians with visual impairments, their guides, and leading advocates in adaptive sport, whose insights into resilience, skill, and inclusion reshaped my understanding of possibility in physical activity. Hands-on laboratory experiences, such as KIN 235 and KIN 120, provided intensive, practical training in designing and delivering inclusive physical activity sessions, translating theory into action.
Courses specifically focused on disability, including KIN 345, KIN 344, and KIN 442, allowed me to design structured, accessible programs and build the skills to support participants with diverse abilities. Additionally, participating in the KIN Health Mentors program during my undergrad under Dr. Kennedy offered a transformative mentorship experience, allowing me to guide and independently support patients with disabilities in developing confidence, autonomy, and engagement in movement.
Every element of my KIN education, from rigorous coursework to mentorship, practica, and direct engagement with athletes and community experts, equipped me with the expertise, perspective, and inspiration to conceptualize and implement UBC TogetherActive. KIN has been an extraordinary foundation, blending research, practice, and advocacy into a truly transformative education.
Do you have any final thoughts?
This project is built with students, not just for them. Students with visual impairments, athletes with disabilities, their guides, and community partners have shaped the program from the very beginning. I am deeply grateful to the StEAR Enhancement Fund for believing in student ideas and helping turn vision into action. My hope is that this work continues to inspire care, advocacy, creativity, and collaboration across campus for students with visual impairment.
Thank you to Carmen for sharing her story with us.
Situated on the unceded, ancestral, and traditional territories of the xwmə0kwəy’əm (Musqueam) people in Vancouver, Canada, the School of Kinesiology in the Faculty of Education at the University of British Columbia (UBC) invites applications for a full-time Lecturer position in Physical Education and Health Pedagogy. This is a term position for three years, with the possibility of further renewal. The appointment is expected to begin on September 1, 2026, or as mutually agreed upon between the University and the successful candidate.
