Curriculum Issues in Physical and Health Education Settings

Course Content
1. Understanding curriculum
     1.1. History and perspectives of curriculum (social efficiency, progressive reform, reconceptualization, as process of broader contexts)
     1.2. Curricular settings (e.g., school, coaching, personal training, kinesiology)

2. Curriculum terms and types
     2.1. Formal curriculum
     2.2. Informal curriculum
     2.3. Planned curriculum
     2.4. Lived curriculum
     2.5. Learned curriculum
     2.6. Hidden curriculum
     2.7. Null curriculum

3. Contexts influencing curriculum settings
     3.1. Social and cultural
     3.2. Political
     3.3. Economic

4. Theories and perspectives informing curriculum interpretation, analysis and enactment
     4.1. Post structuralism
     4.2. Cultural studies
     4.3. Critical theory
     4.4. Feminist theories
     4.5. Phenomenology
     4.6. Critical race theory

5. Pedagogy and curriculum
     5.1. Theories
          5.1.1. Critical pedagogies
          5.1.2. Feminist pedagogies
          5.1.3. Culturally relevant pedagogies
     5.2. Pedagogical work and curriculum

6. Identity and curriculum
     6.1. Professional identity and curriculum
     6.2. Theories of identity formation
     6.3. Learner identity and curriculum

7. Physical and health literacies
     7.1. Societal ideologies infusing PHE curriculum
     7.2. Situated in contemporary formal PHE curriculum
     7.3. Varied interpretations and uses in coaching, personal training and kinesiology

8. Curriculum models
     8.1. Teaching games for understanding (TGfU)
     8.2. Teaching personal and social responsibility (TPSR) 
     8.3. Sport-Education 
     8.4. Cooperative learning
     8.5. Movement-education
     8.6. Health-based education
     8.7. Adventure-education 
     8.8. Personalized system for instruction 

9. Gender and PHE curriculum 
     9.1. Social construction of gender
     9.2. Gender identity and performativity
     9.3. Feminist theories

10. Sexual orientation and PHE curriculum
     10.1. Heteronormativity 
     10.2. Queer theory

11. The body and curriculum
     11.1. Social construction of bodies
     11.2. Healthism
     11.3. Weight-based oppression
     11.4. Fat phobia
     11.5. Physical capital

12. Assessment and curriculum
     12.1. Types (e.g., formative and summative) 
     12.2. Role of assessment in curriculum
     12.3. Implications of assessment
     12.4. Authentic assessment
     12.5. Assessment tools (e.g., rubrics, checklists)
     12.6. Assessment methods, strategies and implications

13. Technology and curriculum
     13.1. Digital tools and implications for curriculum
     13.2. Critical perspectives of digital devices (e.g., wearables, apps)
     13.3. Digital health technologies
     13.4. Policies and ethics in educational settings

14. Ability and curriculum
     14.1. Social construction of ability (dis/ability)
     14.2. Inclusive physical education
     14.3. Universal design for learning (UDL) and differentiated instruction (DI)
     14.4. Ableism

15. Race, ethnicity, indigeneity and curriculum
     15.1. Culturally relevant pedagogy

16. Social class and curriculum
     16.1. Power and privilege
     16.2. Bourdieu's theory of capital (economic, social, cultural) and habitus

17. Contemporary issues impacting local PHE curriculum (e.g., youth culture, urban or rural settings, aging population)

18. Research literacy 
     18.1. Qualitative research methods
          18.1.1. Participant observations
          18.1.2. Semi-structured interviews 
          18.1.3. Autoethnography
          18.1.4. Document analysis
     18.2. Data analysis, interpretation and discussion
     18.3. Synthesis across research studies

19. Critical reflection and communication
     19.1. Dialogue and debate
     19.2. Facilitation of discussion
     19.3. Active listening
     19.4. Critical reflection
     19.5. Oral and written expression