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 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 115B students are required to attend and observe a School of Kinesiology’s 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 Janka Samuhel-Corewyn in both the 2018 Fall and 2019 Winter Terms, Kin 365 students had the option of attending a School of Kinesiology 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 observed a session and completed an in-class presentation with a partner. Students were 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.
Taught by Dr. Shannon Bredin in the 2019 Winter Term, 106 students in Kin 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 Gail Wilson in the 2019 Winter Term, Kin 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 analysing 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.
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.
Community Resources for Parents
Active Kids is an integral part of the School’s strategic plan to advance and disseminate interdisciplinary knowledge that fosters community health and wellbeing through physical activity, physical literacy, and sport. We encourage you to view and share the information below.
Body-related Self-conscious Emotions and Sport Participation Among Adolescent Females
Researchers from the University of British Columbia and the School of Kinesiology are conducting a research study to examine adolescent girls’ (13-17 years) experiences and well-being in sport. In particular we are investigating relationships among body image factors related to emotions, perceptions of competence and sporting outcomes such as sport motivation, commitment and enjoyment. Participation in this study will consist of girls completing age appropriate measures regarding their thoughts, emotions, and perceptions regarding their physical self as well as measures related to motivation, commitment and enjoyment. The participants would complete the study at home through an online survey. Girls may withdraw from the study at ANY POINT IN TIME without any consequences. More information is available here and by contacting Elizabeth Pritchard at firstname.lastname@example.org
Perceptions of Robots and Technology in Childcare Contexts
This project proposes to explore how caregivers and parents perceive robot and related technology in the context of caring for children, and what elements of care technology make it acceptable by parents/caregivers. By conducting surveys and interview sessions with caregivers, we hope to gain insights on how robots/machines can be designed to be more widely adopted, while still supporting childcare needs. Critically, we are investigating the way robots and related technologies are perceived in terms of factors such as agency, autonomy, capability, leading to caregiver acceptance. Our goal is to learn how to mitigate both the reality and the perception that human-robot interaction could be replacing human-human interaction. More information is available here and by contacting Liz Koswara-Simms at email@example.com
Potential Effects of Different Types of Audio in Electronic Books on Young Children’s Reading Comprehension and Vocabulary Learning
This study will compare the reading comprehension and vocabulary learning of 4- and 5-year-old children as they read independently one of three versions of an e-book with one of the following audio features combined with animated pictures: 1) only oral language, 2) oral language plus meaningful music, and 3) oral language plus noise. We are looking for 4- to 5-year-old children who are willing to participate in our study. More information is available at http://blogs.ubc.ca/jikim/. Please contact firstname.lastname@example.org directly for more information.
If you are interested in participating in one of the School of Kinesiology's current research projects, please visit the School's research website to see the full list of current projects and fill out the form to indicate your interest.
Physical Activity Resources and Information
The ParticipACTION Report Card on Physical Activity for Children and Youth
Physical Literacy Resources and Information
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