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 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.