Repository logo

Browsing by Author "Mandigo, James"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Encouraging global citizenship amongst kinesiology students in higher education: a Canadian perspective
    (2021) Mandigo, James; Corlett, John; Sheppard, Joanna
    While 83% of Canadian universities identify global citizenship education as a top five priority and 97% provide opportunities for their students to participate in study abroad, only 3% of students take advantage in any given year. Faculty-led study abroad courses that are for-credit, short in duration, focused in a student’s disciplinary area of study, peer based, well supervised, and based on pre-established partnerships and relationships with local stakeholders can be effective in providing global citizenship education. This paper explores the facilitation of faculty-led international study abroad for those studying in kinesiology and related fields. We make eight recommendations based on having led hundreds of students in for-credit kinesiology courses in international settings over the past 20 years. These recommendations are: 1) engaging students in faculty research; 2) group dynamics; 3) preparation; 4) local partnerships; 5) decision-making and communication; 6) teachable moments; 7) preparing to return home; and 8) assessment as learning. These recommendations, while not exhaustive, are meant to provide colleagues with “insider information” based upon our collective experience.
  • Thumbnail Image
    Item
    Physical and health education curriculum and pedagogy
    (2021) Corlett, John; Linaker, L.; Mandigo, James
    Physical and Health Education nurtures in young people an integrated sense of motivation, confidence, and understanding of how to navigate the world healthfully through experiential learning. To do that, we teach in modern ways for modern children in modern schools with modern expectations for modern educational outcomes. Early humans living considerably more hostile and unpredictable hunter-gatherer existences had at least as compelling a need for their children to learn the values and skills required for them to survive and to thrive. The hunter-gatherer approach to fostering the knowledge required for their children to master a complex physical and social environment holds possible reminders about pedagogical and curricular strategies relevant to modern PHE. In this paper, we explore a back-to-the-future approach to creating experiential learning environments in PHE based on the wisdom of hunter-gatherer cultures and their approach to fostering learning about healthy lives among their young people.