Academic Course Collaboration & Research Support

KIN Courses & Active Kids: Experiential Learning

The first action item under the Community and Knowledge Exchange pillar of the School of Kinesiology Strategic Plan is to strengthen collaborations between the Undergraduate Program and the Outreach programs through faculty research projects, courses, and field placements.

UBC Active Kids has partnered with a growing number of School of Kinesiology undergraduate courses in order to provide experiential learning and enhanced student engagement opportunities for Kinesiology students.


Taught by Elena Voloshin in 2019 Winter Term, Kin 148A (formerly 115A) students were required to take part in the School of Kinesiology’s Active Kids Multisport/Physical Literacy program for the Homeschool Learning Community, this assignment is worth 15% of their final grade.

Instruction and Analysis

Students, in groups of 2-3, attend the program to serve as guest coaches throughout the duration of the term. Students are responsible for creating and delivering 25min lesson plans which include Athletics based skill acquisition with error detection methods. Chosen skills must be taught individually by all group members during the lesson and may include proper running, jumping, and throwing techniques. Students film their lessons and are assessed by the course instructor. The content of the assignment is based on the Run Jump Throw Wheel (RJTW) Program.


Taught by Jenn Dober in the 2018 Fall Term, all Kin 148B (formerly 115B) students are required to attend and observe an Active Kids Gymnastics class and prepare a report contributing to their final grade.

Observation and Analysis

Observations are designed to enhance course content and understanding, specifically with respect to: concept and scope of developmental gymnastics and the role that these gymnastics activities play in motor development, describing the components and movement patterns inherent in developmental gymnastics activities, recognizing and explaining the factors that contribute to effective performance in developmental gymnastics, applying systematic observation and analysis to accurately recognize effective and ineffective performance in developmental gymnastics activities, and demonstrating instructional strategies for leading safe, effective, and inclusive, developmental gymnastics classes and activities.


Taught by Dr. Jasmin Ma, Kin 341 (formerly 362) students have the option of attending an Active Kids multi-sport and physical literacy based program which is delivered in partnership with Eaton Arrowsmith School. Students are then required to write a reflection paper which contributes to 1% of their final grade.

Observation, Analysis, and Presentation

The aim of this course is to give students the tools to become change-makers in helping to support individuals with disability to be physically active. Specifically, this course sheds light on high quality disability resources, programming principles, exercise prescription considerations, and strategies for inclusive physical activity. Course learning have applications for working in both the physical education/recreation and physical activity prescription/coaching settings. The Active Kids observation and analysis contributes by providing a hands-on and in-person interaction and learning opportunity for students, with people with disabilities. It also serves to highlight the implications and importance of students supporting people with disabilities to be physically active.


Taught by Janka Samuhel-Corewyn, Kin 345 (formerly 365) students attend an Active Kids community sport and/or physical literacy based program in order to create a presentation which contributed to 15% of their final grade.

Observation, Analysis, and Presentation

Students observe a session and complete an in-class presentation with a partner. Students are required to identify the domain of the sport team / group which they observed, the coaching type and style, identify coaching parameters that were significant to their learning, explain what they learned from the observation and how that contributed to the creation of their coaching philosophy.

Student Assignment Samples: #1 Presentation Slides, Student Summary; #2: Presentation Slides, Student Summary


Taught by Dr. Shannon Bredin in the 2019 Winter Term, 106 students in Kin 355 (formerly 366) attended a School of Kinesiology’s Active Kids community sport and/or physical literacy based program.

Each student was required to observe a session (Value: 5% of grade), complete an associated analysis using concepts from a conceptual approach of movement (Value: 5% of grade), and the end product of the assignment was the creation of an infographic to disseminate to target end-users (e.g., parents), which provides activity recommendations based on the student’s observations (Value: 15% of grade), totaling to 25% of their final grade. Each student’s individual work will make a contribution to the creation of a larger collective course “Infographic Library” for practitioners.

Examples of the students work can be found here (check back soon!).

Observation, Analysis, and Knowledge Translation

The capability to identify difficulties that the learner is having in the movement environment and then provide activities to overcome these difficulties is critical for successful instruction. Moreover, the capability to translate this information into effective tools and/or resources that can be readily used by practitioners or the public is critical for widespread knowledge mobilization. This assignment provides student with an opportunity to observe a real life instructional setting, detect movement difficulties that learners are exhibiting, and then engage in a knowledge mobilization activity with the purpose of improving those movement difficulties.


Taught by Dr. Stephen McGinley, the gymnastics component of Kin 342 (formerly 369) was co-presented by Kari Brackenbury the Active Kids Gymnastics Program Coordinator and Senior Coach.

Instruction and Coaching

Students receive technical information about gymnastics skills and how they can contribute to a child's motor development, in a regular classroom setting as well as practical instruction time in a gymnastics gym.  Each student prepares a 5 minute gymnastics lesson plan based on developmentally appropriate teaching principles for a specific skill of their choice and then teaches it to the other students. 2 groups of presenters are also selected to instruct a 20 minute gymnastics class at the end of the practical sessions.


In the 2019 Winter Term, Kin 478 (formerly 456) students are provided the option of attending a School of Kinesiology’s Active Kids community sport and/or physical literacy based program for their fieldwork placement.

The required length of the field placement is 30-40 hours spread over the full term (January-April). Kinesiology students to gain practical, applied, 'hands-on' teaching experiences during their placement to enhance their on-going professional development. The placement includes shadowing a community coach,  engage with children by creating and leading instructional content, and analyzing their experiences in a fieldwork journal, all contributing to 35% of their final grade.

Observation, Instruction, and Analysis

Students are expected to keep a fieldwork journal which details the community placement profile including: cultural, social climate; number of students, description of learner characteristics and diversity, number of instructional staff, place of physical education in the school, physical education instructor or coach/leader qualifications, value of physical education, frequency and duration, description of other opportunities for children to be physically active in schools and communities. The journal should include chronological entries of: general description of activities, and  identification of topics, issues, and challenges worthy of further reflection and discussion. The discussion should include positive applications and, where appropriate, provide recommended alternative pedagogical strategies to addresses challenges and weaknesses. Students must also meet with their sponsor to discuss and learn more about the teaching profession.

Student Testimonials: Letter #1; Letter  #2


Participant Recruitment for Grad Students & Faculty

Through the School’s Active Kids program, we are able to connect Faculty and Grad students with families, children, and community members that are interested in taking part in research projects. Several recruitment strategies are available to help support your research portfolios. Please read more below.

Interested in recruiting participants or would like to promote your study through UBC Active Kids, CLICK HERE to submit a recruitment request form. Please give us at least 3 to 5 business days to respond to your inquiry. If you have any questions please contact