Credit Hours - 3

This module builds upon the initial practicum experience as students are presented with additional supervised work experience opportunity in the sport industry in Ghana. This will be an opportunity to apply the skills learned in the classroom to the professional setting. Initial seminars will discuss professional practice and students will present a reflective discussion of their experience at the end of the course.

Course Objectives / Goals 

• To give students a chance to put what they have learned in class and from sports industry practices into practice.

• Explain to students how sports organizations are organized. 

• To assist students in identifying the range of life skills required in the sports industry and entrepreneurial competencies. 

• To aid students in making presentations at seminars Student Learning Outcomes 

• The practical experience that the students saw during their visits should be the subject of a demonstrative report that they can give. 

• Prepare a report presentation and present a written report. 

• In addition, go over the roles and pursuits of the industries you visited. 

Reading Materials 

• Duve, M. A. (2015). An exploratory study of occupational engagement and career locus of control in sport management students. Northcentral University. • Martin, A., & Rees, M. (2018). Work integrated learning: More than enhancing employability and graduate attributes. Ako Aotearoa. • Pedersen, P. M., Laucella, P., Geurin, A., & Kian, E. (2020). Strategic sport communication. Human Kinetics Publishers. • Quarter, S., Canola, E., Drakos, P., Page, H., & Williamson, D. (2006). PRACTICUM PROJECT REPORT. • Schulenkorf, N., & Frawley, S. (Eds.). (2016). Critical issues in global sport management. Taylor & Francis. • Sherry, E., Schulenkorf, N., & Phillips, P. (Eds.). (2016). Managing sport development: An international approach. Routledge.

Credit Hours - 3

This course presents the structure and function of the skeletal, muscular, cardiovascular and respiratory systems. In order to appreciate how each system operates, learners will study the structure and function of the skeletal, muscular, cardiovascular and respiratory systems. Topics include; anatomical positions; general constitution of the human body and its function and the body systems. 

Course Objectives / Goals 

The objectives of this course are for students to: 

• knowledge on the chemical levels of organization of the human being, movements, standard anatomical positions, structures, and their mechanical relationship with the muscular-skeletal system. 

• identify major human body divisions and their sub-divisions and explain abdominal topographic divisions/regions, body cavities and their sub - divisions. 
 

• discuss structures pertaining the bones, muscles and nervous systems of the human body. 

• describe the components of circulatory system including the heart, blood supply, venous and lymphatic drainage of human body. 

• describe the components of skeletal, muscular, cardiovascular and respiratory systems. 

Student Learning Outcomes

Upon completion of this course students will be able to; 

• Identify and analyse the chemical level of organisation, the anatomical position, planes, direction, movements, structures and the mechanical relationship with the muscular-skeletal system, 

• Discuss the relationship of structures within the body and also use appropriate anatomical terminology. 

• Understand the structure and functions of bones, muscle and nervous system. 

• Understand the components of circulatory system including the heart, blood supply, venous and lymphatic drainage of human body. 

• Discuss the components of the skeletal, muscular, cardiovascular and respiratory systems. 

Reading Materials

 Brandon, L. (2016). Anatomy for Strength and Fitness Training for Speed and Sport. Fox Chapel Publishing. Drake, R.L., Wayne V. A., & Mitchell, A.W M. (2014). Grey’s Anatomy for students. Philadelphia PA: Churchill Livingstone. Kenney, W. L., Wilmore, J. H., & Costill, D. L. (2021). Physiology of sport and exercise. Human kinetics. Marieb, E.N. (2014). Essentials of human anatomy and physiology, (11th ed.). London: Pearson Milner, C. E. (2019). Functional Anatomy for Sport and Exercise: A Quick A-to-Z Reference. Routledge. Netter, F.N. (2014). Atlas of human anatomy. (6th ed.). Philadelphia: Elsevier Page 22 of 53 Sewell, D., Griffin, M., Watkins, P., & Wilkinson, N. (2014). Sport and exercise science: An introduction. Routledge. Tortora, G.J. (2013). Principles of anatomy and physiology. (14th ed.). New York, NY: John Wiley and Sons.

Credit Hours - 3

This course examines the increasing array of legal issues that sport authorities have to deal with and the basic laws that govern the structure of sporting organisations. It will also discuss the concept of equal opportunity and anti-discriminatory legislation in sport participation. Topics include basic law structures; issues arising from commercialisation of sport; international sport law and labour migration; ethical behaviour; ethics of doping; code of ethics and moral behaviour and moral philosophy that governs behaviour.

Course Objectives/Goals 

• To introduce students to legal and ethical issues in sports events and activities 

• To enable students analyse and evaluate legal and policy issues in the sports industry. 

• To introduce to students sports behaviour and moral philosophy that governs behaviour 

Student Learning Outcomes 

By the end of the course, students should be able to: 

• Identify the legal and ethical issues arising from sporting events and activities. 

• Analyse legal, and policy issues to generate appropriate responses to complex problems in sports law. 

• Evaluate legal, and policy issues to generate appropriate responses to complex problems in sports law. 

• Evaluate the laws on doping and other ethical issues 

• Explain sports behaviour and moral philosophy that governs behaviour

Reading Materials 

Auweele, Y. V., Cook, E., & Parry, J. (Eds.). (2015). Ethics and governance in sport: The future of sport imagined (Vol. 54). Routledge. Bowen, J., Katz, R. S., Mitchell, J. R., Polden, D. J., & Walden, R. (2017). Sport, ethics and leadership. Routledge. Lewis, A., & Taylor, J. (2014). Sport: law and practice. Bloomsbury Publishing. McNamee, M. (Ed.). (2018). Sport, Ethics and Philosophy. Routledge. Montañola, S., & Olivesi, A. (Eds.). (2016). Gender testing in sport: ethics, cases and controversies. Routledge. Sharp, L. A., Moorman, A. M., & Claussen, C. L. (2017). Sport law: A managerial approach. Routledge. Simon, R. L., Torres, C. R., & Hager, P. F. (2018). Fair play: The ethics of sport. Routledge.

Credit Hours - 3

This course will examine the anatomy and physiology associated with sport injuries. The course will also examine the basic concepts of injury management and prevention. The topics include common sport injuries; prevention of injuries; management of injuries; heat stress; muscle soreness and tendonitis; lower back pain and injuries to lower extremities. 

Course Objectives/Goals 

• To discuss basic concepts relating to sports injury with students. 

• To introduce students to general principles of first aid and basic life support techniques in giving first aid. 

• To discuss procedures for cardiopulmonary resuscitation in giving first aid. 

• To discuss external and internal bleeding with students. 

• To discuss with students, the various types of sport injuries. 

• To engage students in identification of symptoms of sports injuries. Student Learning Outcomes By the end of the course, students will be able to: 

• Explain the concept of sport injury. 

• State and explain general principles of first aid and basic life support techniques in giving first aid. 

• Explain the procedures for cardiopulmonary resuscitation in giving first aid. 

• List and explain the three classifications of bleeding. 

• List and explain at least 4 common injuries that occur during sport participation. 

.  Identify symptoms of fracture, dislocation, sprain and strain.

Reading Materials 

Bahr, R., & Engebretsen, L. (Eds.). (2011). Handbook of sports medicine and science: sports injury prevention (Vol. 17). John Wiley & Sons. Bahr, R., Engebretsen, L., Laprade, R., McCrory, P., & Meeuwisse, W. (Eds.). (2012). The IOC manual of sports injuries: an illustrated guide to the management of injuries in physical activity. John Wiley & Sons. Doral, M. N., & Karlsson, J. (Eds.). (2015). Sports injuries: prevention, diagnosis, treatment and rehabilitation. Springer. Flegel, M. J. (2013). Sport first aid. Human Kinetics. Kanosue, K., Ogawa, T., Fukano, M., & Fukubayashi, T. (Eds.). (2015). Sports injuries and prevention. Tokyo: Springer Japan. Laver, L., Landreau, P., Seil, R., & Popovic, N. (Eds.). (2018). Handball Sports Medicine: Basic science, injury management and return to sport. Springer. Verhagen, E., & Van Mechelen, W. (Eds.). (2010). Sports injury research (Vol. 16, No. 1). Oxford University Press.

Credit Hours - 3

This course will examine the basic skills, techniques and tactics in Volleyball, Basketball games. It will involve both classroom and practical work on the playing fields and courts. The topics include rules and regulations; basic skills, techniques and tactics; governing bodies at national and international levels; organisation of competitions and officiating.

 Course Objectives/Goals 

• To introduce students to various rules and regulations governing basketball and volleyball 

• To introduce students to the practice of officiating in basketball and volleyball. 

• To present and teach a variety of skills/drills involving basketball and volleyball.

Student Learning Outcomes 

By the end of the course, students will be able to: 

• Discuss various rules and regulations governing basketball and volleyball. 

• Demonstrate practical officiating of games involving basketball and volleyball. 

• Use a variety of related basic skills to play basketball and volleyball

Reading Materials 

Krause, J. V., & Nelson, C. (2019). Basketball skills & drills. Human Kinetics. McKeag, D. B. (Ed.). (2008). The Handbook of Sports Medicine and Science: Basketball. John Wiley & Sons. Miller, B. (2005). The volleyball handbook. Human Kinetics. Scates, A. E., Linn, M., Linn, M., & Kowalick, V. (2003). Complete conditioning for volleyball. Human Kinetics. Reeser, J. C., & Bahr, R. (Eds.). (2017). Handbook of sports medicine and science, Volleyball. John Wiley & Sons. Wissel, H. (2011). Basketball: Steps to success. Human Kinetics.

Credit Hours - 3

This course will describe the basic principles, techniques and methodology of fitness training. It will also examine the appropriate fitness training and safety measures for different age groups and sexes as well as persons with disabilities. The courses will involve both classroom work and practical work in the gymnasium, on the playing fields, parks, roads and in the swimming pools. The main activities will include aquatic aerobics, gym and open-air aerobics, weight training, walking and dance exercise. Safety measures and maintenance of different fitness equipment will also be examined. 

Course Objectives/Goals 

• To discuss basic concepts, principles, techniques and methodology of fitness training. 

• To introduce students to fitness training and safety measures. 

• To discuss how to organize aerobic and anaerobic activities. 

• To discuss how to give training schedules based on age 

• To engage students in the examination of appropriate fitness equipment.

Student Learning Outcomes 

By the end of the course, students will be able to: 

• Explain the basic concepts, principles, techniques and methodology of fitness training. 

• Mention fitness equipment base on their functions and appropriateness. 

• Explain the procedures for aerobic and anaerobic activities. 

• Identify training schedules based on age 

• Discuss safety measures that minimize injuries during sport participation. 

Reading Materials 

Cazden, J. (2019). Complete Vocal Fitness: A Singer’s Guide to Physical Training, Anatomy, and Biomechanics. Faigenbaum, A. D., Lloyd, R. S., & Oliver, J. L. (2019). Essentials of youth fitness. Human Kinetics Publishers. Haff, G. G., & Triplett, N. T. (Eds.). (2015). Essentials of strength training and conditioning 4th edition. Human kinetics. Hoeger, W. W., & Hoeger, S. A. (2015). Principles and labs for fitness and wellness. Cengage Learning. Plowman, S. A., & Smith, D. L. (2013). Exercise physiology for health fitness and performance. Lippincott Williams & Wilkins. Vella, M. (2018). New Anatomy for Strength & Fitness Training: An Illustrated Guide to Your Muscles in Action Including Exercises Used in CrossFit®, P90X®, and Other Popular Fitness Programs. Fox Chapel Publishing.

Credit Hours - 3

This course reflects on the key issues in planning and managing memorable and successful sport events and other leisure activities. It will also examine facility and events theory, policy and practice, along with business and project management. The topics include strategic planning and management; components of facility management; event scheduling and management; budgeting, finance, promotions, marketing and sponsorship for sport events; operations and production; health, safety, and risk management. 

Course Objectives/Goals 

The objectives of this course are for students to 

• Demonstrate knowledge of facility and events theories. 

• Describe the need for strategic planning and management 

• Assess the components of facility 

• Link theory to practice 

• Describe project management

Student Learning Outcomes 

On completion of the course, students should be able to: 

• State some facility and event theories and their relevance. 

• Explain the benefits of strategic planning and management in event management. 

• State and evaluate the components of facilities 

• Apply theory into practice 

• Define and explain the concept of project management. 

Reading Materials 

Allen, J., Harris, R., Jago, L., Tantrai, A., Jonson, P., & D'Arcy, E. (2022). Festival and special event management. John Wiley & Sons. Aicher, T. J., Newland, B. L., & Paule-Koba, A. L. (2019). Sport facility & event management. Jones & Bartlett Learning. Beech, J., Kaiser, S. & Kaspar, R. (2014). The business of events management. Boston, MA: Pearson. Chappelet, J. L., & Parent, M. M. (2017). Routledge handbook of sports event management. Routledge. Giannoulakis, C. (2019). Sport Facility & Event Management. International Journal of Sport Communication, 12(4), 606-609. Getz, D., & Page, S. J. (2019). Event studies: Theory, research and policy for planned events. Routledge. Jones, M. (2017). Sustainable event management: A practical guide. Routledge Masterman, G. (2014). Strategic sports event management. Routledge. Parent, M. M., & Ruetsch, A. (2020). Managing major sports events: Theory and practice. Routledge. Schwarz, E., Hall, S., & Shibli, S. (2015). Sport facility operations management: A global perspective. Routledge.

Credit Hours - 3

This course is aimed at introducing students to the conceptual and analytical explanation of the relationship between and among individuals, groups, society, and sport. It will also examine the effect of gender, disability, ethnicity, and class in sport participation. Topics include sociological theories; functionalists, conflict, and critical theorists’ perspectives of sport; commercialisation in sport; sport and the media; discrimination in sport; doping in sport; the relationship between sport and tourism; sport and religion; violence, hooliganism, bribery and corruption in sport and the role of stakeholders in sport. 

Course Objectives/Goals

The objectives of this course are for students to 

• have knowledge on the governing associations of sports 

• know the function of the society and community in promoting sport participation 

• describe the indicators of team cohesion and interpersonal problems in sport teams. 

• know the effects of interpersonal problems on team performance 

• evaluate the effects of fans reactivity on athletes’ performance 

• gain knowledge on athletes’ gender differences and performance 

• gain knowledge on the role of the media in sport

• assess young people in the community for sport talents

Student Learning Outcomes 

On completion of the course, students should be able to 

• identify international and local sport federations. 

• explain the social factors that facilitate sport participation and performance. 

• analyze the effects of team interpersonal problems on performance 

• learn about fans reactivity in sport events 

• to explain the causes of teams’ misconduct towards sport referees 

• learn about social support for different genders in sport 

• evaluate the role of the media in sport performance and development 

• assess sport talents in young people and parental involvement in youth sports 

Reading Materials 

Houlihan, B., & Malcolm, D. (Eds.). (2015). Sport and society: a student introduction. Sage. Jarvie, G. (2013). Sport, culture and society: an introduction. Routledge Kilcline, C. (2019). Sport and society in global france: nations, migrations, corporations (Vol. 2). Oxford University Press. Koch, N. (Ed.). (2016). Critical geographies of sport: Space, power and sport in global perspective. Taylor & Francis. Mangan, J. A. (2013). The cultural bond: sport, empire, society. Routledge. Nauright, J., Cobley, A. & Wiggins, D. (Eds). (2014). Beyond CLR James: Race and ethnicity in sport. Fayetteville, AR: University of Arkansas Press. Spaaij, R., Magee, J., & Jeanes, R. (2014). Sport and social exclusion in global society. Routledge. Woods, R., & Butler, B. N. (2020). Social issues in sport. Human Kinetics Publishers.

Credit Hours - 3

This course examines the emergence of sport management as a professional activity and the parameters of the field and professional occupations therein. Unique features of the sport industry will be discussed. Topics include managing human resource in sport organisation; theoretical approaches and practical strategies for change management; corporate social responsibility in sport.

Course Objectives/Goals 

• Introduce students to modern practices in sports industry 

• Identify the unique features of the sport industry’ 

• List and explain some of the principles underlining human resources management. 

• Identify some theoretical approaches and practical strategies for change management.

Student Learning 

Outcomes By the end of the course, students should be able to: 

• Define sport and sport management in the modern world 

• Discuss the various unique features of sport industry 

• Explain the benefits of marketing in the sports industry. 

• Discuss the principle underlining the human resource management in sport. 

• Explain how sports events are planned and managed 

• Identify one sport organization each from the public, non profit and professional sport sector and discuss whether the special features of sport management apply to their operation as a sport industry. 

Reading Materials 

Bradbury, T., & O'Boyle, I. (Eds.). (2017). Understanding sport management: International perspectives. Taylor & Francis.Byers, T. (Ed.). (2015). Contemporary issues in sport management: A critical introduction. Sage. Hoye, R., Smith, A. C., Nicholson, M., & Stewart, B. (2018). Sport management: principles and applications. Routledge. Skinner, J., Edwards, A., & Smith, A. C. (2020). Qualitative research in sport management. Routledge. Pedersen, P. M., & Thibault, L. (2018). Contemporary sport management. Human Kinetics. Pitts, B. G., & Zhang, J. J. (Eds.). (2016). Global Sport Management: Contemporary issues and inquiries (Vol. 1). Taylor & Francis. Schulenkorf, N., & Frawley, S. (Eds.). (2016). Critical issues in global sport management. Taylor & Francis

Credit Hours - 3

This course will explore the politics of sport policy processes at both national and international sport arenas. The course also examines organisational structures of national and international sport federations. Topics include introduction to local, organisational governance and policy development, organisational structures of sport federations and Ghana sport policy and governance.

Course Objectives/Goals

• To introduce students to policies and policy processes 

• To enable students to examine organisational structures of national and international sport federations. 

• Allow students to explore the politics of sport and how international sports influence local sports governance. 

• To enable students, analyze the Ghana sports policy in relation to its implementation.

Student Learning Outcomes 

By the end of the course, students should be able to: 

1. Identify key component of a policy and policy processes 

2. Analyse organisational structures of national and international sport federations. 

3. Explore the politics of sport and how international sports influence local sports governance 

4. Analyze the Ghana sports policy in relation to its implementation.

Reading Materials 

Auweele, Y. V., Cook, E., & Parry, J. (Eds.). (2015). Ethics and governance in sport: The future of sport imagined (Vol. 54). Routledge. Bradbury, T., & O'Boyle, I. (Eds.). (2017). Understanding sport management: International perspectives. Taylor & Francis. Bravo, G., de D'Amico, R. L., & Parrish, C. (Eds.). (2016). Sport in Latin America: policy, organization, management. Routledge. Geeraert, A., & van Eekeren, F. (2022). Good Governance in Sport: Critical Reflections (p. 304). Taylor & Francis. Hums, M. A., & MacLean, J. C. (2017). Governance and policy in sport organizations. Routledge. King, N. (2016). Sport governance: An introduction. Routledge Kristiansen, E., Parent, M. M., & Houlihan, B. (Eds.). (2016). Elite youth sport policy and management: A comparative analysis. Taylor & Francis. Sherry, E., Schulenkorf, N., & Phillips, P. (Eds.). (2016). Managing sport development: An international approach. Routledge.

Credit Hours - 3

In this course students are exposed to experience opportunity in the sport industry in Ghana. Student spend eight weeks of practice with sports industry and present a report for class discussion. This will be an opportunity to begin to apply the skills learnt in the classroom to the professional setting. Initial seminars will discuss professional practice and students will present a reflective discussion of their experience at the end of the course. 

Course Objectives/Goals 

• To introduce students to practical experience of what they learnt in the class and the practices at the sports industries. 

• Introduce students to the organizational structure of sports organizations 

• To help students identify entrepreneurial competencies and life skills scale in the sports industry. 

• To assist student to do seminar presentation Student Learning Outcome 

• Students should be able to present a demonstrative report on the practical experience they observed during their visits. 

• Present a written report and do presentation of report. 

• And also discuss the functions and activities of the industries visited

Reading Materials 

Duve, M. A. (2015). An exploratory study of occupational engagement and career locus of control in sport management students. Northcentral University. Martin, A., & Rees, M. (2018). Work integrated learning: More than enhancing employability and graduate attributes. Ako Aotearoa. Pedersen, P. M., Laucella, P., Geurin, A., & Kian, E. (2020). Strategic sport communication. Human Kinetics Publishers. Quarter, S., Canola, E., Drakos, P., Page, H., & Williamson, D. (2006). PRACTICUM PROJECT REPORT. Schulenkorf, N., & Frawley, S. (Eds.). (2016). Critical issues in global sport management. Taylor & Francis. Sherry, E., Schulenkorf, N., & Phillips, P. (Eds.). (2016). Managing sport development: An international approach. Routledge.

Credit Hours - 3

This course examines the history of Ghana and international sport management and administration and the basic functions and principles of management and administration. The course will also examine the Ghanaian and global structures of sport management and administration and career opportunities in the global sport industry. Topics include the history of sport management and administration; management, marketing, legal, ethical, financial and economic principles applied to sport management and administration.

Course Objectives/Goals 

• To enable sstudents, explain the difference between sport management and administration and its relevance in modern sports 

• To introduce students to the various management concepts as they apply to sport management, administration and organizational behavior. 

• To introduce students to the nature and scope of sports activities in Ghana and the world. 

• To support students design a proposal on how to plan, organize, market and execute a sports event. 

• To enable students to identify and evaluate major challenges confronting the sport industry in Ghana.

Student Learning Outcomes

By the end of the course, students should be able to: 

1. Define sport management and administration and its relevance in modern sports. 

2. Demonstrate an understanding of various management concepts as they apply to management, leadership and organizational behavior. 

3. Describe the nature and scope of sports activities and explain the functions performed by sports managers. 

4. Design a proposal on how to plan, organize, market and execute a sports event. 

5. Identify and evaluate major challenges confronting the sport industry in Ghana.

Reading Materials 

Allison, L., & Tomlinson, A. (2017). Understanding international sport organisations: Principles, power and possibilities. Routledge. da Cunha Bastos, F. (2019). Sport management scientific development in Brazil. In Globalized sport management in diverse cultural contexts (pp. 136-153). Routledge. Hoye, R., Smith, A. C., Nicholson, M., & Stewart, B. (2018). Sport management: principles and applications. Routledge. Pedersen, P. M., & Thibault, L. (Eds.). (2014). Contemporary sport management, 5E. Human Kinetics. Pedersen, P. M., & Thibault, L. (2018). Contemporary sport management. Human Kinetics. Skinner, J., Edwards, A., & Smith, A. C. (2020). Qualitative research in sport management. Routledge. Wilson, R., & Piekarz, M. (2015). Sport management: the basics. Routledge.

Credit Hours - 3

This course is an overview of the history and foundations of physical education. The various dimensions of these fields, including motor behaviour, biomechanics, exercise physiology, sport sociology, health, fitness, sport psychology, teaching and coaching, are among the topics introduced. Students will develop a philosophy of the aims and objectives of physical education as a profession while beginning the process of personal career exploration and planning.

Course Objectives/Goals 

• To introduce students to the concept of physical education. 

• To guide students to appreciate various dimensions of physical education. 

• To enable students appreciate the benefits of physical education. 

• To guide students to understand the concept of motor behaviour, biomechanics, exercise physiology, sport sociology, health, fitness, sport psychology, teaching and coaching. 

• To introduce students to professional practices within physical education.

Student Learning Outcomes 

By the end of the course, the student will be able to: 

• Explain the concept of physical education. 

• Mention the various dimensions of physical education. 

• Explain the concepts of motor behaviour, biomechanics, exercise physiology, sport sociology, health, fitness, sport psychology, teaching and coaching. 

• Identify to the professional practices within physical education. 

• Mention the benefits of physical education.

Reading Materials 

Hodge, S. R., Lieberman, L. J., & Murata, N. M. (2017). Essentials of teaching adapted physical education: Diversity, culture, and inclusion. Routledge. Lacy, A. C., & Williams, S. M. (2018). Measurement and evaluation in physical education and exercise science. Routledge. Metzler, M. (2017). Instructional models in physical education. Routledge. McGinnis, P. M. (2013). Biomechanics of sport and exercise. Human Kinetics. Pangrazi, R. P., & Beighle, A. (2019). Dynamic physical education for elementary school children. Human Kinetics Publishers. Vaughan, C. L. (2020). Biomechanics of sport. CRC Press.

Credit Hours - 3

This course is designed to introduce students to the fundamental concepts and knowledge in the multi-disciplinary subject of sport and physical education. It will discuss the enormous dimensions of sport and provide students with the essential underpinning knowledge and understanding for the degree course and career in sport. Topics include the making of sport cultures; the modern city and the making of sport; sport and history on the ground and the middle-class colonisation and the making of sport.

Course Objective/Goals • To introduce students to the history of sport. • To enable students ‘appreciate the values of sport. • To introduce to the students’, the career nature of sport. • To enable students’, explore the various activities of sport for all ages. Student Learning Outcomes By the end of the course, students should be able to: • Differentiate between physical education and sport. • Identify and explain the values of sport. • Identify the career opportunities within the sport industry. • Appreciate the need for sport participation. Reading Materials Darnell, S. C., Field, R., & Kidd, B. (2019). The history and politics of sport-fordevelopment. Palgrave Macmillan UK. Foster, G., O’Reilly, N., & Dávila, A. (2020). Sports business management: Decision making around the globe. Routledge. Murray, S. (2018). Sports diplomacy: Origins, theory and practice. Routledge Weinberg, Robert S., and Daniel Gould. Foundations of sport and exercise psychology, 7E. Human kinetics, 2019 Weiss, O., & Norden, G. (2021). Introduction to the Sociology of Sport. Brill. Williams, A. M., & Jackson, R. C. (Eds.). (2019). Anticipation and decision making in sport. Abingdon: Routledge. Woods, R., & Butler, B. N. (2020). Social issues in sport. Human Kinetics Publishers.

Credit Hours - 3

This course involves the study of the historical forces, institutions and personalities that have shaped sport and physical activities and traces the growth and development of competitive sport from ancient civilisation to the present. Topics include the historical, philosophical and global perspectives of sport and physical activity; sport and historiography; primary sources in sport history; philosophy of leisure; leisure in modernity and leisure in the Middle Ages. 

Course Objectives/Goals

• To introduce students to the history of sport and leisure. 

• To enable students ‘appreciate the values of Leisure. 

• To introduce to the students’ various aspects of physical activity. 

• To enable students’explore the various activities of sport from Middle Ages to modernity. 

Student Learning Outcome 

By the end of the course, students should be able to: 

• Differentiate between leisure and sport. 

• Identify and explain the various aspects of physical activity. 

• Identify the values of Leisure. 

• Appreciate the need for sport participation.

 Reading Materials 

Besnier, N., Brownell, S., & Carter, T. F. (2018). The anthropology of sport: Bodies, borders, biopolitics. Univ of California Press. Bouwer, J., & Van Leeuwen, M. (2017). Philosophy of leisure: Foundations of the good life. Routledge. Evans, J. (Ed.). (2017). Physical education, sport and schooling: Studies in the sociology of physical education (Vol. 20). Routledge Hodge, S. R., Lieberman, L. J., & Murata, N. M. (2017). Essentials of teaching adapted physical education: Diversity, culture, and inclusion. Routledge. Long, J., Fletcher, T., & Watson, B. (Eds.). (2017). Sport, leisure and social justice. Routledge, Taylor & Francis Group.

Credit Hours - 3

This course will examine the concept of fitness and wellness as they apply to students’ personal lifestyle in the continual journey of life. It will discuss how to overcome fitness and wellness barriers, make healthier choices and modify behaviours. Lifetime health benefits related to proper nutrition and exercise will also be examined. Topics include philosophy of life and leisure; recreational theory; selected lifetime fitness activities; components and development of physical, mental and spiritual fitness; stress management and dimensions of life.

Course Objectives/Goals 

• To introduce students to the concept and benefits of physical activity (PA). 

• To guide students in designing physical activities for children. 

• To discuss the meaning and benefits derived from fitness / exercise programmes. 

• To discuss global recommendations of physical activity for various age groups. 

• To discuss the need for proper nutrition, diet and stress management. 

• To examine component of physical, mental and spiritual fitness. 

• To examine standards for physical activity participation and special considerations for fitness. 

• To prescribe recreational and game activities for participation and enjoyment of students. 

Student Learning Outcome

By the end of the course, the student will be able to: 

• Explain the concept and benefits of physical activity. 

• Mention factors to consider in designing physical activities for children. 

• Explain the meaning of physical fitness and benefits derived from exercise programmes. 

• Identify global recommendations of physical activity for various age groups. 

• Explain the need for proper nutrition, diet and stress management. 

• Mention component of physical, mental and spiritual fitness. 

• Analyse standards for physical activity participation and special considerations for fitness. 

• Select recreational and game activities for participation and enjoyment.

Reading Materials 

Hoeger, W., Hoeger, S. (2014). Lifetime physical fitness and wellness: A personalized program (13thed.), Stamford, CT: Cengage learning. Standal, Ø. F. (2016). Phenomenology and pedagogy in physical education. Routledge. Thomas, J. R., Martin, P., Etnier, J., & Silverman, S. J. (2022). Research methods in physical activity. Human kinetics. World Health Organization. (2019). Global action plan on physical activity 2018-2030: more active people for a healthier world. World Health Organization. World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. World Health Organization

Credit Hours - 3

This course critically examines sport as a means to achieving global development goals to the benefit of individuals, communities and nations. This course will examine the United Nations’ advocated and supported strategy of using sport as a tool for development. Topics include the history, origins, perspectives and practice of this strategy; the cost-effective strategy of using sport as a development strategy; sport NGOs; sport policy; Millennium Development Goals and post development agenda; life skills; inclusion and youth development through sport.

Course Objectives/Goals 

• To introduce students to the United Nations’ activities in relation to sports. 

• To guide students to appreciate sports for development policies. 

• To discuss the meaning and benefits of sports for social inclusion 

• To discuss global recommendations of physical activity for various age groups. 

• To discuss the cost-effective strategy of using sport as a development. 

• To examine sports in relation to life skills.

Student Learning Outcomes 

By the end of the course, the student will be able to: 

• Explain the United Nations’ activities in relation to sports. 

• Mention factors to consider in designing sports for development activities. 

• Explain the meaning of sports for social inclusion. 

• Identify global recommendations of physical activity for various age groups.

• Explain the cost-effective strategy to use in sport for development. 

• Mention component of sports that are related to life skills.

Reading Materials

Coalter, F. (2013). Sport for development: What game are we playing? London: Routledge. Dudfield, O. (Ed.). (2014). Strengthening sport for development and peace: national policies and strategies. Commonwealth Secretariat. Hayhurst, L., Chawansky, M., & Kay, T. (2015). Beyond sport for development and peace. Routledge. Holt, N. L. (Ed.). (2016). Positive youth development through sport. Routledge. Lindsey, I., & Chapman, T. (2017). Enhancing the contribution of sport to the sustainable development goals. Commonwealth Secretariat. Svensson, P. G., & Woods, H. (2017). A systematic overview of sport for development and peace organizations. Journal of Sport for Development, 5(9), 36-48.