Physical and Health Education Leadership Seminar

1. Leadership definitions and models

1.1.   Sustainable leadership

1.2.   Situational leadership

1.3.   Followership

2. Theoretical and practical foundations of leadership studies

2.1.   The role of values

2.2.   Drivers

2.2.1.  Emotional intelligence

2.2.2.  Critical thinking

2.2.3.  Reflective process

2.2.4.  Energy management

2.3.   Competencies

2.3.1.  Communication

2.3.1.1. Active and empathetic listening

2.3.1.2. Direct communication verbal and written

2.3.1.3. Providing feedback

2.3.2.  Conceptual skills

2.3.3.  Role shifting & perspective taking

2.3.4.  Contexts of leadership

2.3.4.1. Classroom/Gymnasium

2.3.4.2. School/Extra-curricular/School-wide

2.3.4.3. District

2.3.4.4. Home (parents)

2.3.4.5. Online

2.3.5.  Tasks of school-based leadership

2.3.5.1. Facilitating/team building

2.3.5.2. Vision setting

2.3.5.3. Event planning/organizing

2.3.5.4. Problem solving

2.3.5.5. Resource managing

2.3.5.6. Conflict resolution

2.3.5.7. Managing others

3. Comprehensive school health models

3.1.   Models

3.1.1.  PHE Canada – “Health Promoting Schools”

3.1.2.  DASH BC – “Action Schools BC!” and “Comprehensive School Health

3.2.   Framework elements

3.2.1.  Curriculum

3.2.2.  Programs and events

3.2.3.  Healthy school policy

3.2.4.  Teaching and learning programs

3.2.5.  Social environment

3.2.6.  Physical environment

3.2.6.1. Built

3.2.6.2. Organic

The following is a sample of leadership topics or challenges that may or may not be addressed based on student and instructor foci for seminars:

4. Curriculum change and implementation

4.1.   Change management

4.2.   Facilitation skills

4.3.   Localization principle

4.4.   Implementation theory: Fidelity/Mutual adaptation/Enactment

5. School health programs

5.1.   Healthy eating

5.2.   Risky choices and behavior

5.3.   Mental health issues in schools

6. Physical activity (extra-curricular) issues

6.1.   Programs:

6.1.1.  Before school programs

6.1.2.  Remedial physical literacy programs

6.1.3.  School clubs and teams

6.1.4.  Intramural programs:

6.1.4.1. Inclusive practice

6.1.4.2. Social capital implications of sport-centric intramurals

6.1.4.3. Student-led vs teacher lead

6.2.   Cross program considerations

6.2.1.  Purchasing and maintenaning equipment

6.2.2.  Risk management

6.2.3.  Student travel

6.2.4.  Officiating

6.2.5.  Facilities

6.2.6.  Security

6.2.7.  Public relations

6.2.8.  Volunteers

6.2.9.  Student leaders

6.2.10.  Coaching qualifications

6.2.11.   Sponsorship/fundraising

6.2.12.   Awards

6.2.13.   Inclusive practices

6.2.14.   Budgets

6.2.15.   Evaluation

7. School sport issues and concerns

7.1.   Legal liability

7.2.   Violence

7.3.   Social capital

7.4.   Student behaviour

7.5.   Inclusive practice

7.6.   Eligibility

8. Selection and organization of school sports leagues and tournaments:

8.1.   Matching student leagues and tournaments to the students needs eg: primary, intermediate, secondary.

8.2.   Planning, organization and conduct of selected leagues, and tournaments including:

8.2.1.  Single elimination tournament

8.2.2.  Double elimination tournament

8.2.3.  Round robin tournament

8.2.4.  Extended tournaments eg: ladder, pyramid

8.2.5.  Seeding and byes

8.2.6.  Tiebreaking procedures