Lecture
Discussion groups
Practical application
Field observation and/or video observation
Self-study via print or online materials
Reading assignments
Online discussion groups
Experiential learning
- The role of the leader
1.1. Roles
1.2. Responsibilities
1.3. Definitions
1.4. Management vs. Leadership
1.5. Liability
2. Building relationships
2.1. Rapport
2.2. Developing relationships
2.3. Maintaining relationships
2.4. Repairing relationships
3. Media relationships
3.1. Role of the media
3.2. Developing and maintaining media relationships
3.3. Interview principles
3.4. Marketing factors
4. Communication as a leader
4.1. Written and verbal communication
4.2. Effective use of the web and email
4.3. Active listening skills
4.3.1. Paraphrasing
4.3.2. Questioning
4.3.3. Use of silence
4.3.4. Content listening
4.3.5. Empathic listening
4.3.6. Re-stating skills
4.3.7. Demonstrating understanding
5. Leadership competencies
5.1. Survey of literature
5.2. Key competencies
5.3. Self assessment and action plan
6. Resonant leadership
6.1. Definition of a resonant organization
6.2. Developing resonance
6.3. Maintaining resonance
6.4. Creating the resonant leaders within an organization
7. Emotional intelligence concepts
7.1. Definition of emotional intelligence
7.2. Components of emotional intelligence
7.3. Developing emotional intelligence in the self
7.4. Creating an emotional intelligent organization
7.5. Personal awareness
7.6. Personal management
7.7. Self motivation
7.7.1. Intrinsic
7.7.2. Extrinsic
7.8. Social awareness
7.9. Social skills
7.10. Seasonal and unit planning factors
8. Catalyst for change
8.1. Understanding change
8.2. Proactive responses to change
8.3. Being a change agent
9. Vision and mission statements
9.1. Vision statements
9.2. Mission statements
9.3. Operationalizing statements
10. Collaboration and synergy
10.1. Reciprocal coaching/teaching
10.2. Peer coaching/teaching
10.3. Group goal setting
10.4. Developing true win/win results
10.5. Cooperative concepts
11. Personal and social responsibility
11.1. Concepts of personal responsibility
11.2. Concepts of social responsibility
11.3. Role of reflection
11.4. Empowerment
12. Interdependence concepts
12.1. Personal bank account
12.2. Relationship bank account
12.3. Interdependent leadership
13. Stress concepts
13.1. Definitions
13.2. Models
13.3. Emotional and arousal control
13.4. Priority management
13.5. Preventive factors
14. Inspiring others
14.1. Building trust
14.2. Passion
14.3. Character development
15. Taking action
15.1. Hellison’s levels of awareness
15.2. Wellness concepts
15.3. Service learning
15.4. Seasonal, weekly and daily time management
15.5. Link between sport and life
15.5.1. Green zone and gold zone concepts
15.5.2. Balance
15.6. Gender factors
15.7. Cultural factors
15.8. Disability factors
16. Model coach
16.1. N.C.C.P. definition
16.2. Hellison’s teacher qualities
16.3. Research into leadership qualities
17. Leadership styles
17.1. Situational leadership
17.2. Transformational leadership
17.3. Principle centred leadership
17.4. Coach focused and athlete centred concepts
DOUGLAS COLLEGE SIGNATURE ELEMENTS:
Core Competencies:
- Oral, written and interpersonal communication:
Practical sessions involving problem solving as a leader using communication
Active listening skills development
- Computational and Information Technology
Examples of the humanization of computers
- Critical and Creative Thinking
Conflict resolution role playing, Problem solving methodologies
- Teamwork
Working in teams on projects, Role playing as a team leader
Academic Signature:
- Applied Skills (field, laboratory practicum)
Practical sessions in the gymnasium to practice leadership under high arousal conditions
- Ethical behaviour and social responsibility
Problem solving and role playing activities regarding ethical situations
- Intercultural, International and Global Perspective
Universal leadership principles and the study of leadership in other cultures
1. Demonstrate resonant leadership skills in sport, physical activity and coaching
2. Demonstrate effective team building skills
3. Demonstrate personally and socially responsible leadership
4. Demonstrate the ability to create synergy as a leader
The selection of evaluation tools for this course is based upon:
1. Adherence to college evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.
2. A developmental approach to evaluation that is sequenced and progressive.
3. Evaluation is used as a teaching tool for both students and instructors.
4. Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.
The following is presented as an example assessment format for this course
Practical applications 20%
Resource project 20%
Midterm and final examinations 30%
Preparation & participation 10%
Practical leadership 20%
Total 100%
Textbooks and Materials to be Purchased by Students
Will be decided by course instructors. Potential resources include:
t.b.a.
Certifications/Conference requirements:
As part of the course, instructors and students may engage in extra-curricular certification processes that overlap with the curriculum of the class. Fees for professional certification, where applicable, will be borne by the student. Potential certifications relating to this course include:
- NCCP A and B Theory portions
- QDPE conference attendance
- CABC conference links