FACULTY OF KINESIOLOGY & PHYSICAL EDUCATION

U N I V E R S I T Y O F T O R O N T O

KIN 5544 H1F

Ethics and Power in Kinesiology, Physical Education and Health Fields

COURSE OUTLINE - Fall 2020

MODE OF COURSE DELIVERY: Online

Live Webinars: Wednesdays 10-12 EST

Students are expected to be present at this time
via Quercus > Blackboard Collaborate for lectures, discussions,
and tutorials.

Online Modules: Online weekly class activities with flexibility for self-directed
scheduling (approx. 1 hour per week).This does not include time
required for readings and course assignments/evaluations.

COURSE DESCRIPTION: This course begins with a recognition that Indigenous and racialized communities are
simultaneously hyper-surveilled and invisibilized by the state and by academia. In
sport studies the oppressions faced by various groups are inadequately accounted for
due to the Eurocentric and colonial approach to scholarship and education. This
course will introduce students to theories and practices of decolonization to
comprehend how structures of power and domination are interconnected and co-
constitutive. Decolonization rejects generalised narratives and masterful figurations
of universal subjects and Eurocentric epistemologies, which occlude histories of
violent and racialised exclusion; explores the linkages among colonialism, capitalism,
sexism, racism, and other forms of dehumanization; and involves artistic, political and
intellectual movements to return land, form feminisms of color, and challenge
whiteness. This course will shift our understanding of ourselves as pedagogues and
writers, change our relationships to land, and transform our research populations and
questions.

Pre-Requisites: None
Co-Requisites: None

Instructor: Dr. Janelle Joseph

Email: janelle.joseph@utoronto.ca
Office Hours & Wednesdays: 1pm – 2pm Online Drop-In
Location: Quercus > Blackboard Collaborate
Outside of regularly scheduled office hours, appointments can be booked via email
Communication: Preferred method is via discussion board on the Quercus website.
Discussion board questions will be answered within 2 days. Use this discussion forum
55 Harbord Street, Toronto, ON M5S 2W6 Canada
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 to ask questions about content or course-related issues so that all students have an
opportunity to review the response.

If you have a personal matter, please email janelle.joseph@utoronto.ca. Response

time to e‐mail inquiries is within 3 days (weekends excluded).

Please drop in to online office hours to get quick answers to your questions.

Teaching Assistants: None

Course Webpage: Quercus, via https://q.utoronto.ca

Required Text: Most required readings can be found online through the Library Reserves section
of the Quercus course page. Books can be purchased at A Different Booklist and
many online retailers.

This course is a fully interactive online course and requires disciplined time management. There is a significant
reading load. To successfully complete this course, it is essential that you begin work as of the first week of the
course, participate regularly throughout the semester, and plan each week with time reserved for reading. You
will be required to access the course website frequently (at least twice each week). Your ability to participate
online regularly is critical to your success in this course.

STUDENT CONDUCT AND ACADEMIC BEHAVIOUR

Adherence to the Code of Student Conduct and the Code of Behaviour on Academic Matters will be strictly
enforced in this course.
These policies can be found online at www.governingcouncil.utoronto.ca/policies.htm

**Course grades are not final until approved by the Faculty’s Examinations Committee**

POLICY ON REGRADING
Any student requesting a re-grade must submit a written explanation of why the original grade was incorrect
after 7 calendar days but no more than 14 days of a grade being received. Re-grades requested outside of this
period will not be accepted.

POLICY ON LATE ASSIGNMENTS AND MISSED TESTS/EXAMINATIONS:

Students who miss a due-date for an unforeseen reason must submit notification via email
(janelle.joseph@utoronto.ca) within 24 hours of the due date. Failure to do so within the allotted time will result
in the application of a 5% per day penalty.

POLICY ON EXTENSIONS
One week extensions will be automatically granted if a reasonable request is made in writing, via email to
janelle.joseph@utoronto.ca, in advance of the due date. All other requests for extensions must be individually
negotiated.

POLICY ON LATE ASSIGNMENTS:

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All late assignments will accrue a 5% per day (weekends are two days and therefore 10% total) penalty, up to 10
days late. All assignments must be submitted online via Quercus by 11:59pm on the day they are due. If you
require an accommodation for your assignment that will be late, speak to your instructor in advance of the due
date/time and provide any documentation if applicable.

POLICY ON LECTURE RECORDINGS:

Lectures and course materials prepared by the instructor are considered by the University to be an instructor’s
intellectual property covered by the Copyright Act, RSC 1985, c C-42. Course materials such as PowerPoint slides
and lecture recordings are made available to you for your own study purposes. These materials cannot be
shared outside of the class or “published” in any way. Posting recordings or slides to other websites without the
expressed permission of the instructor will constitute copyright infringement. Students violating this agreement
will be subject to disciplinary actions under the Code of Student Conduct.

Students may not create audio or video recordings of classes with the exception of those students requiring an
accommodation for a disability, who should speak to the instructor prior to beginning to record lectures.
Permission for such recordings will not be withheld for students with accommodation needs. Course videos may
not be reproduced or posted or shared anywhere other than the official course Quercus site and should only be
used by students currently registered in the course. Course videos may be saved to students’ laptop for personal
use.

All materials students need to be successful in the course will be provided on the Quercus site

ACADEMIC DISHONESTY:
Academic dishonesty is not qualitatively different from other types of dishonesty. It is a misrepresentation by
deception or other fraudulent means.

Academic dishonesty can result in serious consequences, e.g., the grade of zero on an assignment, loss of credit
with transcript notation (notation reads: “Grade of F assigned for academic dishonesty”), and/or suspension or
expulsion from the university. You are responsible for understanding what constitutes academic dishonesty.

In an academic setting this includes things such as:

 copying or the use of unauthorized aids in tests, examinations and laboratory reports
 plagiarism
o the submission of work that is not one’s own
o submission of any academic work for which credit has previously been obtained or is being
sought in another course or program of study in the University or elsewhere, without the
knowledge and approval of the instructor to whom work is submitted
 aiding and abetting another student’s dishonesty
 giving false information for the purposes of gaining admission or credit
 giving false information for the purposes of obtaining deferred examinations or extension of deadlines
 forging or falsifying University of Toronto documents

For complete information on the Code of Behaviour on Academic Matters visit:

http://academicintegrity.utoronto.ca/
http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/ppjun011995.
pdf

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ONLINE SYSTEM REQUIREMENTS:
1. Operating Systems: Windows 10, 8, 7; Mac OS X 10.10 or higher.
2. Memory: Windows 75 MB Hard Drive space; Mac 120 MB Hard Drive space.
3. For Mac users: Safari must function properly on the computer.
4. Mac users must have Adobe Flash Player installed to Safari, even if a different browser is normally used.
5. Functioning webcam, speakers, and microphone, built-in or USB plug-in or wireless Bluetooth. The
webcam and microphone can be built into your computer or can be the type that plugs in with a USB cable.
6. A broadband Internet connection. It is recommended that you access the Internet via a wired
connection but wireless 3G+ is sufficient.

ONLINE TECHNICAL SKILLS:

• Manage files and folders on your computer (e.g., save, name, copy, backup, rename, delete, and check
properties);
• Install software, security, and virus protection;
• Use Office applications (e.g., Word, PowerPoint, Excel, or similar) to create documents;
• Upload and download saved files;
• Communicate using email (e.g., create, receive, reply, attach, and download attachments);
• Navigate course website;
• Communicate using a discussion board (e.g., read, search, post, reply, follow threads);
• Upload assignments to the Quercus website;
• Access, navigate, and search the Internet using a web browser (e.g., Firefox, Chrome); and
• Perform online research using various search engines (e.g., Google) and library databases.

LEARNING ENVIRONMENT EXPECTATIONS:

The University of Toronto is committed to equity, human rights and respect for diversity. All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all members
of our community can express themselves, engage with each other, and respect one another’s differences. U of
T does not condone discrimination or harassment against any persons or communities. If students encounter
any problems in the course, these should be discussed with the course instructor. If problems persist, the Dean
can be contacted.

EVALUATION
Grades are a measure of the performance of a student in individual courses. Each student shall be judged on the
basis of how well they have command of the course materials.

ESSENTIAL RULES (for more information, please see Calendar)

University Assessment & Grading Practices Policy:
https://governingcouncil.utoronto.ca/sites/default/files/import-files/grading8958.pdf

Students will receive a minimum of 10% of the final grade before the drop date: November 4th 2020

Normally, students will be required to submit their course essays to Turnitin.com for review of textual similarity
and detection of possible plagiarism. In doing so, students will allow their essays to be included as source
documents in the Turnitin.com reference database, where they will be used solely for the purpose of detecting
plagiarism. The terms that apply to the University’s use of the Turnitin.com service are described on the
Turnitin.com web site.

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All written assignments should be submitted electronically via Quercus by 11:59 p.m. Students are responsible
for keeping back-up copies of all written work and assignments for this class.

Evaluation Components:
Component I: Value: 15% Date: Tuesday
Identity Map September 29, 11:59pm
Description: Your biography is undoubtedly connected to the kinds of research and teaching you will
engage in. For this assignment you will explore the intersections of your identity, including
your experiences of privileges and oppression. You will reflect on the identities you take up
and reject, the moments you act/speak or refuse/are unable to act/speak up for social
justice, and whether and how you enact decolonizing politics in your daily life.

You will provide an identity map that captures in a geometric, photovoice, bodymap or
concept map the social and physical culture groups you belong to and identities you
perform. You will present your identity map in class. Further details will be provided in
class.

Component II: Value: 20% Date: Tuesday October

#Citeherwork 13, 11:59pm
So often journalists and academics only tell part of a story, neglecting the ideas and
contributions of women and scholars of colour. They take and share concepts, but do not
always credit scholars from the Global South who have already explored those concepts.
They are not always aware that women and racialized scholars have provided deep(er)
analyses of the same ideas as White male scholars. Citational practices are political.
Citations can be a tool for either the reification of, or resistance to, unethical hierarchies of
knowledge production and can impact the careers of scholars of colour, as low numbers
are related to reduced opportunities for promotion, awards, evaluations and remuneration
and disproportionately affect racialized women. A commitment to decolonizing sport
studies requires everyone to recognize their role in supporting a just academy.

Your task is to assess and replace the race and gender representation of citations used in a
recent paper you have written. You will also provide a 1000 word reflection on the process
of determining the race and gender of authors, editing the paper, finding new references,
and what you have learned from this process. Further details will be provided in class.
Component III: Value: 5% Date: Tuesday
Final Paper November 24
Feedback
Description: Editing writing is an essential part of the writing process. Perfectionism is the voice of
the oppressor, preventing us from getting words on the page and creating a rough first
draft. Yet it is precisely this draft that we can share with others to produce insights and
improve communication.

Each student is expected to share with a peer an early version of their final paper on
Tuesday of week 10. You may provide a section you would like help to develop or the
entire paper. You will have up to one week to provide feedback to your peer (Tuesday of
Week 11) but early feedback is welcomed. You will be graded on the quality of the
feedback by your peer. Further details will be provided in class.

Component IV: Value: 20% Date: each Friday and

Weekly selected presentation

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Participation days
and Two
Presentations
Description: Each week one student will lead the discussion about the readings. You should include at
least one work not on the course syllabus by the author(s) to help put the reading into
context. You must facilitate discussion among the class members about the assigned
readings. Students will have two opportunities to present in the first and second half of the
course. Students responsible for the week’s discussion questions will also be responsible to
write a summary of the class discussion which the professor will post on the course
website. You will be graded on your ability to provide a cogent presentation and lead two
seminars, prompting discussion among peers (10%), participate in weekly modules online
(5%), as well as your ability to contribute to discussions when others present (5%). You will
only be able to contribute to discussions each week if you have completed the assigned
readings. Further details will be provided in class.

Component V: Value: 40% Date: Tuesday December

Decolonizing 15, 2020
Sport Final
Paper
Description: Each student will write a 7000 word paper (including references) that outlines how
decolonizing principles are currently being applied to a sport/physical culture case
study. Each student is expected to write a clear literature review based on one or two
main decolonial concepts. These will be theoretical concepts that have emerged from
the Global South, subaltern, or Indigenous Cultures that de-center European
epistemologies, redefining human reality with “an-other kind of intellectual space”
(Maldonado Torres, 2011, p. 4). Your final paper will explore the significance of modern
forms of colonization and its ties to capitalism, white supremacy and other forms of
dehumanization and/or quests for liberation. The concepts you explore will challenge
the superiority of Eurocentric ideas such as civilized behaviour, national boundaries,
and ethical decision making. We will build a list of theoretical concepts to explore
during the course.

Your final paper can include more than text. Use images, links, mp3s or other media
files to support your description of ideas, the connections among texts, and also to
represent sport movement/physical culture.

This paper should be in the form of an article manuscript, describing the theory of
interest and debates therein, describing the sport site and existing literature that has
been used to understand it, explaining why a decolonizing approach can be helpful, and
proposing how theory can be applied in a specific case.

This due date is firm. If you anticipate being unable to complete Component V by this
due date, please be in email janelle.joseph@utoronto.ca as soon as possible.

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LEARNING OUTCOMES:

LEARNING OUTCOME PROCESS BY WHICH THESE SKILLS

WILL BE DEVELOPED
By the end of this course students should be able to:
1. Discuss history of colonial practices and anti-colonial A. #Citeherwork Assignment
resistance practices. B. Class and tutorial discussion
2. Explain connections among colonization, capitalism, land C. Final Paper Feedback
dispossession, and racism. D. Final Paper
3. Describe one’s own privileges and oppressions by situating the E. Identity Map
self within a broader, historical, social, colonial context
4. Engage in critical discussion and critically analyze text
5. Synthesize ideas from multiple authors
6. Lead and facilitate a discussion
7. Provide and receive feedback on written work.
8. Recognize Eurocentric discourses
II. Transferable Skills. Learning will be evaluated based on:
By the end of this course, students will have enhanced the A. #Citeherwork Assignment
following skills: B. Class and tutorial discussion
(i) equity and diversity C. Final Paper Feedback
(ii) literacy
D. Final Paper
(iii) ethical awareness
(iv) presentation and discussion skills E. Identity Map
(v) critical thinking skills
(vi) research/inquiry skills
(vii) independent and collaborative learning
(viii) leadership
(ix) information technology skills

COURSE SCHEDULE and READING OUTLINE:

MODULE 1: Intersectionality and Identity

Module 1.1 (Week 1) – WEDNESDAY SEPTEMBER 16
BIOGRAPHY & INTRO TO THE COURSE
Module Activity Seminar Reading
Choose the online biography of a professional you admire (200 words or
less) and provide a link. What features of the biography do you like? How n/a
does their experience resonate with your life or aspirations?

Write your own biography in 200, 100, 50 and 5 words.

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 Module 1.2 (Week 2) – WEDNESDAY SEPTEMBER 23
REPRESENTING PRIVILEGE AND OPPRESSION
Module Activity Seminar Reading
Choose the method of representation you will use for your identity map. Write
500 words about why you will use this method, integrating 3 references. What Moya, P.M.L. (2011). Who we are and
are the benefits of this method? from where we speak.
Transmodernity, 1(2), 79-94.
Petteway, R. (2019). Intergenerational photovoice perspectives of place and
health in public housing: Participatory coding, theming, and mapping
in/of the “structure struggle,” Health and Place, 60, 1-18 Nixon, S.A. (2019). The coin model of
https://doi.org/10.1016/j.healthplace.2019.102229 privilege and critical allyship:
implications for health. BMC
Flicker, S., Sayde, A., Hedlund, K., Malivel, G., Wong, K., Owino, M., & Booy, S. Public Health, 19, 1637.
(2018). Teaching and learning about the relationships between land, Doi:10.1186/s12889-019-
violence and women's bodies: the possibilities of participatory visual 7884-9
methods as pedagogy, Agenda, 32(4), 32-44, DOI:
10.1080/10130950.2018.1544436 Nash, J. C. (2008) re-thinking
intersectionality Feminist
Macentee, K, Burkholder, C & Schwab-Cartas, J (eds) (2016). What’s a Review , 89 (1) , 1 – 15
Cellphilm?: Integrating Mobile Phone Technology into Participatory
Visual Research and Activism. Rotterdam, Sense Publishers. Mark Engler and Paul Engler, Chapter 6
“The Act of Disruption.” From
Wang, C., & Burris, M.A. (1997). Photovoice: concept, methodology and use for This Is an Uprising: How
participatory needs assessment. Health Education & Behavior, 24(3), Nonviolent Revolt Is Shaping
369-387 the Twenty First Century,
Nation Books, 2016.
Simmonds, S., Roux, C., & Avest, I. (2015). Blurring the boundaries between http://www.blacklivesmatters
photovoice and narrative inquiry: A narrative-photovoice yllabus.com/wp-
methodology for gender-based research. International Journal content/uploads/2016/09/FR
of Qualitative Methods, 14(3), 33-49. OBERTS_09.15.16_SCAN.pdf

MODULE 2: The Decolonial Turn

Module 2.1 (Week 3)– SEPTEMBER 30
DECOLONIAL TURN I
Module Activity Seminar Reading
Read Abdel-Shehid,G. & Kalman-Lamb, N. Maldonado-Torres, N. (2011). Thinking through the Decolonial
(2017). Complicating gender sport and social Turn: Post-continental Interventions in Theory,
inclusion: The case for intersectionality, Social Philosophy, and Critique—An Introduction.
Inclusion 5 (2), 159 – 162 and find an image to Transmodernity, 1(2), 1-15.
represent how intersectional research on
physical activity approaches a decolonial praxis. Gahman, L. & Legault, G. (2019). Disrupting the Settler Colonial
University: Decolonial Praxis and Place-Based Education
in the Okanagan Valley (British Columbia), Capitalism
Nature Socialism, 30:1, 50-69, DOI:
10.1080/10455752.2017.1368680
Module 2.2 (WEEK 4) OCTOBER 7
DECOLONIAL TURN II
Module Activity Gordon, L.R. (2011). Shifting the Geography of Reason in an Age
View: Decolonisation 1/3 – Biding Their Time of Disciplinary Decadence. Transmodernity, 1(2), 95-103.
from 0:00-26:30 Mignolo, W.D. (2011). Epistemic Disobedience and the
https://www.youtube.com/watch?v=rvNaswrWvJo Decolonial Option: A Manifesto. Transmodernity, 1(2),

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Provide a minute marker and a quote that 44-66.
captures a new idea for you. Write 250 words
about this new idea including at least one LORDE, A. (1981) “THE USES OF ANGER: WOMEN RESPONDING
academic reference TO RACISM” https://www.blackpast.org/african-
american-history/speeches-african-american-
history/1981-audre-lorde-uses-anger-women-
responding-racism/
Module 2.3 (WEEK 5) October 14
DECOLONIAL TURN III
Module Activity Maldonado-Torres, N. (2012). Decoloniality at Large: Towards a
View: Decolonisation 1/3 – Biding Their Time Trans-Americas and Global Transmodern Paradigm
from 26:31-52:59 (Introduction to Second Special Issue of “Thinking
https://www.youtube.com/watch?v=rvNaswrWvJo through the Decolonial Turn”). Transmodernity, 1(3), 1-
Provide a minute marker and a quote that 10.
captures a new idea for you. Write 250 words
about this new idea including at least one Walsh, C. (2012). “Other” Knowledges, “Other” Critiques:
academic reference Reflections on the Politics and Practices of Philosophy
and Decoloniality in the “Other” America.
Transmodernity, 1(3), 11-27.

MODULE 3: Turtle Island Settler Colonialism

Module 3.1 (WEEK 6 ) OCTOBER 21
RESURGENCE
Module Activity Tuck, E., & Yang, K.W. (2012). Decolonization is not a metaphor.
Examine the Zine Decolonizing Environmental Decolonization: Indigenity, Education, & Society, 1(1), 1-40.
Education:
https://www.flipsnack.com/olliebee98/decolonizing- Snelgrove, C., Dhamoon, R., & Corntassel, J. (2014). Unsettling
environmental-education-zine.html settler colonialism: The discourse and politics of settlers, and
solidarity with Indigenous nations. Decolonization: Indigeneity,
Choose a quote from one page and expand on its Education & Society, 3(2), 1-32.
significance for 250 words using at least one
academic reference. Corntassel, J. (2012). Re-envisioning resurgence: Indigenous
pathways to decolonization and sustainable self-
determination. Decolonization: Indigeneity, Education &
Society, 1(1), 86‐101.

Module 3.2 (WEEK 7) OCTOBER 28

RECREATION
Module Activity Simpson, L.B. (2011). Dancing on Our Turtle’s Back,
View Decolonisation 2/3 – Liberation 0:00-30:53 Stories of Nishnaabeg Re-Creation,
https://www.youtube.com/watch?v=1vO5U4gQSOk Resurgence, and a New Emergence. ARP Books
Provide a minute marker and a description of the physical cultures
involved in (de)coloniazation. Write 250 words about this kind of
physical culture and its role in decolonization including at least one
reference
Module 3.3 (WEEK 8) NOVEMBER 4
RESISTANCE THROUGH PYSICAL CULTURES
Module Activity McGuire-Adams, T.D., & Giles, A.R. (2018). Anishinaabekweg
View Decolonisation 2/3 – Liberation 30:54-52:53 Dibaajimowinan (Stories) of Decolonization Through
https://www.youtube.com/watch?v=1vO5U4gQSOk Running. Sociology of Sport Journal, 35, 207-215.
Doi:10.1123/ssj.2017-0052
Provide a minute marker and a description of the

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physical cultures involved in (de)coloniazation. Write 250
words about this kind of physical culture and its role in
decolonization including at least one reference
Arenallo, A., & Downey, A. (2019) Sport-for-development and
the failure of Aboriginal subjecthood: re-imagining
lacrosse as resurgence in indigenous communities. Settler
Colonial Studies, 9(4), 457-478. DOI:
10.1080/2201473X.2018.1537078

johnson, j. & Ali, A. E. (2019). Paddling as resistance: Exploring

an Indigenous approach to land-based education
amongst Manitoba youth. Diaspora Indigenous and
Minority Education. DOI:
10.1080/15595692.2019.1669015

MODULE 4: Anti-Racism
Module 4.1 (WEEK 9) NOVEMBER 11
ANTIRACISM
Module Activity Seminar Readings
View Decolonisation 3/3 – The World Is Ours 0:00-25:35 Fanon, F. (1952).
https://www.youtube.com/watch?v=vks_I7hjtKM Black Skin White
Describe the meaning, symbolism and practice of one of the following words as it relates to Masks, Édu Seuil
decolonization: antiracism, whiteness, freedom, radicalism, education
Module 4.2 (WEEK 10) NOVEMBER 25
FREEDOM
View Decolonisation 3/3 – The World Is Ours 25:36- 54:09 **Warning – descriptions of sexual Seminar Readings
assault 48:00-49:45 Kendi, I. X. (2019).
https://www.youtube.com/watch?v=vks_I7hjtKM How to Be an
Describe the meaning, symbolism and practice of one of the following words as it relates to Antiracist.
decolonization: antiracism, whiteness, freedom, radicalism, education Random House
Module 4.3 (WEEK 11) DECEMBER 2
WHITENESS
Module Activity Seminar Readings
Find an online summary or review of one of the following books. Write 350 words about how the Di Angelo, R.J.
book connects to the themes of the course using two (2) course readings (2018). Why It’s
So Hard for White
Kamath, H. M. (2019). Impersonations: The Artifice of Brahmin Masculinity in Kuchipudi Dance People to Talk
Joseph, J. (2017). Sport in the Black Atlantic: Canada, Cricket and the Caribbean diaspora. About Racism.
Manchester University Press. Penguin Random
Forsyth, J. & Giles, A. (2013). Aboriginal Peoples and Sport in Canada. Historical Foundations and House
Contemporary Issues. UBC Press.

MODULE 5: DECOLONIZING SPORT STUDIES

Module 5.1 (WEEK 12)–DECEMBER 9
MOVING
Module Activity Seminiar Readings
Find and share a video Cardogan, G. (2016). Walking while Black. https://lithub.com/walking-while-
example of a physical black/?fbclid=IwAR00nbDnPcoE7BJOUZgQL8nxFckVR0vsDWdC9hUXtERwmxmhuRw7
activity that represents HVSDwTI
‘breaking free’ from the
oppressor/oppressed Thorpe, H. Brice, J. & Rolleston, A. (2020) Decolonizing Sport Science: High Performance Sprot,
regime, removing Indigenous Cultures, and Women’s Rugby. Sociology of Sport Journal, 37(2)73-84.
settlers physically or https://journals-humankinetics-

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symbolically, com.myaccess.library.utoronto.ca/view/journals/ssj/37/2/article-p73.xml
unlearning Western
ways of thinking and Mashreghi, S. (2020). Decolonizing Sport and Exercise Psychology Within a European Context
moving. Explain how it A Critical Overview Scadinavian Sport Studies Forum, 11, 25-42. https://www.diva-
is a decolonial praxis in portal.org/smash/get/diva2:1439354/FULLTEXT01.pdf
500 words.

KPE STUDENT SUPPORT SERVICES:

We’re here to help! The Registrar’s Office offers student services related to academic success, health and
wellness, career planning and much more.

Technical Requirements & Support

The University of Toronto has identified the following minimum technical requirements needed for
students to access remote/online learning https://www.viceprovoststudents.utoronto.ca/covid-19/tech-
requirements-online-learning/. Institutional supports are available for any students experiencing challenges
in acquiring these minimum requirements.
 Please contact undergrad.kpe@utoronto.ca for more information.

KPE Academic Advising (Undergraduate)

Academic advising appointments are available one on one with Darryl McSherry, our Student Advisor, in the
Registrar’s Office (BN110).
 Contact: undergrad.kpe@utoronto.ca or visit the Registrar’s Office to book an appointment
 https://kpe.utoronto.ca/academics-research/student-services

KPE Student Life Hub - Academic Success, Career Education and Accessibility Services
The Faculty of Kinesiology and Physical Education, in partnership with the UofT Student Life Office, has
created the KPE-Student Life Hub in the Registrar’s Office (BN110) that offers a variety of in-house learning
skills, career education and accessibility services resources, workshops and advising for our undergraduate
and graduate students. Students may attend workshops on academic skills or career exploration, or
schedule a one-on-one appointment with a learning strategist, career educator or disability specialist. Our
learning strategist, career educator and disability specialist are also available to work with instructors and
visit classes. Please refer your students to the KPE website for more information about workshops,
appointments and booking procedures.
https://kpe.utoronto.ca/academics-research/student-services

Writing Centre
KPE’s in-house Health Sciences Writing Centre, provides free instruction by trained instructors to help:
 Develop your writing skills
 Improve your capacity to plan, organize, write and revise academic papers (in any subject!)
 Manage ESL/EFL language challenges
Visit the website to book an appointment or for more information. www.hswriting.ca

UofT Academic Success Centre

The Academic Success Centre offers group and individual counselling to develop strategies for time
management, exams, textbook reading, stress and anxiety, note-taking, concentration, memory and other
aspects of study
 Contact: http://www.studentlife.utoronto.ca/asc

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 UofT Accessibility Services
Accessibility Services provides services and programs for students with a documented disability (physical,
sensory, learning disability and/or mental disorder) or temporary disabilities (e.g. concussion, broken leg
etc.) and can assist students with registering, accommodations, test and exam arrangements, note-taking
services, on-campus transportation, concussion support etc.
 Contact: www.accessibility.utoronto.ca

Plan
UofT Career Centre
Your
Future
The Career Centre provides a range of career services for undergraduate and graduate students including
career workshops, one-to-one advising and other career education resources.
 Contact: www.careers.utoronto.ca

Health and Wellness

NEW: KPE now has an embedded Mental Health Counsellor providing first-level counselling services.
Available Monday-Friday by appointment only.
 Contact: Health & Wellness, 416-978-8030, to book an appointment with a Wellness Counsellor or for
questions about the counselling service. Students should state that they would like to meet with the
“KPE Wellness Counsellor”.
 Instructors may refer students to the Counsellor using the Counselling Referral Form
Numerous additional health, wellness and counselling services are offered through the University of
Toronto’s Health and Wellness Centre.
 Contact: https://www.studentlife.utoronto.ca/hwc/services-offered

Tri-Campus Sexual Violence Prevention and Support Centre (“The Centre”).

The Centre has a location on all three campuses to help students who disclose to access supports and, in cases
where the student chooses to formally make a report, the Centre will explain the process, and facilitate the
making of the report to the University and/or to the Police. The Centre can be contacted through its confidential
phone at 416-978-2266 or thesvpcentre@utoronto.ca.
Students are encouraged to call or email for an appointment, which will be booked as soon as possible.
Students in crisis or in need of immediate support related to sexual violence can contact Women’s College
Hospital Sexual Assault Care Centre at 416-323-6040.

Equity Statement
The Faculty of Kinesiology & Physical Education highly values equity and social inclusion and aspires to have
diverse representation among students, staff and instructors. It is a Faculty-wide expectation that every
member of FKPE (students, TAs, staff, instructors) actively works to collectively create an inclusive culture
through compassionate and supportive behaviour. This requires a continuous commitment to fostering mutual
respect across all interactions and written communication among students, TAs, instructors and staff within
FKPE spaces. We do not tolerate disrespect, discrimination, harassment, bullying and any other behaviour that
threatens an equitable and inclusive environment, directed at students, TAs, staff or instructors. For any
concerns about behaviour that is contrary to respectful and inclusive interactions OR any ideas to enhance a
culture of inclusivity, students, TAs, staff and instructors can contact the KPEUA (uoftkpeua@gmail.com), KPEGS
(https://kpe.utoronto.ca/academics-research/student-associations), the Director of Undergraduate Studies
(undergrad.kpe@utoronto.ca) or the Director of Graduate Studies (exs.kpe@utoronto.ca). Concerns will be
managed in a sensitive and, where appropriate, confidential manner.

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