This course will address the protection of human rights of young people in sport. In this course, we will adopt a psychosocial perspective to advance our understanding of current issues in sport, including problems of early specialization, inequitable access to sport opportunities, and experiences of maltreatment. Students will be introduced to research on children’s rights, child and adolescent development, violation of human rights in sport, and safeguarding initiatives. Students will have the opportunity to critically discuss research within the field of athlete welfare and will be challenged to critique educational, advocacy, and policy initiatives intended to safeguard young people in sport.

The course examines psychological and psychosocial issues related to sport concussion. It reviews the development of sport neuropsychology, and identifies theory, research, and best practice in the management of sport-related concussions from its roots to the latest consensus statement. Current trends in empirical research and its implications for clinical practice and return to play are emphasized.

This course is designed to expose the student to current issues in sensorimotor and perceptual-motor behaviour. The focus of the selected course material is on how humans plan and control goal-directed actions. A large emphasis will be on the use of sensory feedback during movement execution and upper limb control. The theoretical context will be discussed in relationship with fundamental neuroscience, while considering applications in physical activity, rehabilitation, sport, music, cognitive psychology and human-machine.

This course examines research, literature, and applied skills related to the psychology of physical activity, exercise, and health. The course takes a biopsychosocial approach to understanding health behaviour and draws from research and practice in exercise psychology, health psychology and behavioural medicine. A variety of topics will be presented and discussed, including but not limited to: physical activity theories, measurement of behaviour, self-concept and body image, identity and schema, affect and emotion, social relationships and support, clinical populations and exercise, quality of life and behavioural interventions.

The objective of the course is for students to develop of a comprehensive knowledge of the neural networks underlying the processes of perception and action from the micro to the macroscopic levels. Topics include: neural anatomy and physiology, neurotransmitters, cortical and subcortical structures of the central nervous system, and neurophysiological techniques employed to study the structure and function of the human nervous system. Students will then use the principles and theories uncovered during the course to develop an appreciation of neural dysfunctions leading to a cognitive or motor disorder of their choosing.

The objective of the course is for students to develop an understanding of common research approaches and procedures, and the application of statistical techniques in current use in the study of physical activity and health. Topics include: research design, descriptive and inferential statistics, non-parametric, univariate and multivariate analysis of variance, correlation, and regression.

Skeletal muscle is an extremely plastic tissue capable of altering its structure and function to a range of physiological stimuli. This course will discuss how changes in activity (either exercise or disuse) contribute to the remodelling of skeletal muscle. An emphasis will also be placed on understanding the role nutrition plays in enhancing the recovery from and/or adaptation to exercise. Populations to be discussed may include recreationally active individuals, elite and sub-elite athletes, and/or special populations (e.g. older adults). Focus will be placed on understanding the role protein metabolism plays in the dynamic remodeling of this tissue.

This course seeks to further our understanding of psychosocial aspects of sport participation and competition. Main outcomes include: a) developing an awareness of the foundational areas of sport psychology research and theory; b) critically examining the theory and methods used in sport psychology research; c) understanding the theoretical bases of sport psychology intervention/applications; and d) developing skills related to academic writing, presentation, and critical thinking. The course will consist of faculty-led sessions and student-led sessions. All sessions will include some lecturing, however, the emphasis will be placed on student participation and discussion of assigned readings.

Sport has long been understood to have significant social and political implications, both positive and negative. The significance of these implications has only been bolstered by the recent institutionalization of sport in the service of international development and peace building. For example, in announcing the new Sustainable Development Goals, the United Nations referred to sport as an “important enabler of sustainable development.” With this context in mind, this course is designed to stimulate and propel scholarly discussion and analysis of the relationship between sport and social development. The course materials and discussion will approach this relationship from a variety of viewpoints, including but not limited to: history, politics, policy studies, social theory and political economy. The goal is that students will draw on the materials, discussions and activities in the course in order to conceptualize, contextualize and eventually conduct their own research and theorizing on the topic of sport and social development.

Qualitative inquiry represents a diverse range of approaches to studying the experiences of individuals participating in sport and physical activity. This course seeks to examine qualitative research methods and methodologies in sport and physical activity settings. This course will examine foundational issues of epistemology, ontology, and paradigms, methods of data collection, analysis and forms of representing qualitative research findings.

The course provides an overview of topics relevant to the field of neurorehabilitation and is designed for students conducting fundamental research in motor control and learning, and/or students beginning research in neurorehabilitation. This course builds on student knowledge in areas of kinesiology, neuroscience, and/or other health related disciplines. Students will develop knowledge about how injury to the central nervous system affects the control of movements, and approaches that rehabilitate motor dysfunction. The course is divided into three sections. First, we will review foundational principles of the motor system that include neuromotor control, neuroplasticity and motor learning. Second, we will discuss normal and abnormal movement in the context of posture, mobility, and reaching and grasping. We will also examine how changes in movements are measured, using clinical, kinematic and brain-based tools. Third, we will discuss therapeutic approaches that aim to rehabilitate motor dysfunction.

This course explores the regulation of skeletal muscle energy metabolism during exercise in humans. Focus will be placed on the regulation of carbohydrate and fat metabolism in response to acute and chronic exercise and the potential impact of factors such as nutrition, biological sex, training and inactivity. In addition, students will explore the metabolic dysregulation that occurs in obesity and type 2 diabetes and how exercise-induced changes in skeletal muscle metabolism can result in improved health at the whole-body and tissue-specific level.

This course focuses on sport-related concussion and emerging evidence related to its diagnosis, assessment, intervention, and potential long-term consequences. In the first part of the course, we will review the conceptualization of the pathophysiology of sport-related concussion, and explore recent advances to our understanding in humans. The main component of the course will explore predominant clinical presentations with concussion and discuss prevalence of these issues, current best practices with respect to assessment and interventions, as well as highlight emerging approaches. During this course, we will critically evaluate the evidence on a given topic or intervention, as well as discuss future research opportunities.

This course provides students with an opportunity to explore the relationship between oxygen delivery and exercise performance, while developing a strong capacity to critically assess the literature and present evidence to support their scientific interpretation. This course will address the oxygen delivery pathway from the lung to the active skeletal muscle. In doing so, factors controlling oxygen delivery, and in particular local control of muscle blood flow, will be explored while applying transferable physiological models to develop a working knowledge of course material. Students will have the opportunity to develop communication skills, both verbal and written, through participation in guided scientific debates and drafting of journal article reviews.

This course focuses on the design and application of research on athlete development, skill acquisition and expert performance in sport and related domains. Potential topics include long-term athlete development, motivation, practice, self-regulation, attention, athlete identification/selection, player forecasting, and performance analytics. In addition, the course will emphasize the application of these skills in applied sport settings and explore the appropriateness of interventions to improve varying elements of skill and performance across development. Importance is placed on developing a multi-disciplinary understanding of the constraints on human performance and development.

This course will build on students’ knowledge of sport statistics and analytics by introducing more advanced approaches to analysis and data modelling. The course will cover core and emerging topics, as well as challenges and issues in the analysis of both large and small datasets related to sport science, athlete training and athlete development. Emphasis will be placed on practical application of course concepts to sport performance contexts.

Knowledge media are systems incorporating computer and communications technology that enhance human thinking, creativity, communication, collaboration, and learning. This course explores the research methods that are used in innovative and human-centered design. It demonstrates the use of those research methods in knowledge media design in areas such as communication, collaboration, and learning. The course will provide a foundation for other KMD courses and includes topics in requirements analysis, user research, and human-centered design. The course will also discuss issues in relation to knowledge media design, including social implications of knowledge media; examples and applications of knowledge media; and examples of design thinking.

Knowledge media are systems incorporating computer and communications technology that enhance human thinking, creativity, communication, collaboration, and learning. Examples include the Web, email, instant messaging, blogging systems, knowledge management systems, digital libraries, collaborative virtual environments, video conferencing environments, and webcasting systems.

http://kmdi.utoronto.ca/program/courses/kmd2002h/

http://kmdi.utoronto.ca/program/courses/kmd2004h/

Students will be able to customize their experience, by assembling a selection of two (2) modular short courses from in the area of Knowledge Media Design (KMD). Students will be required to pick course modules from the list of available modules on the KMDI Website. Modules will be offered through the graduate units participating in the KMD Collaborative Specialization. Each course module will involve 12 to 18 hr of contact time. Completion of two (2) modules will qualify for one course (0.5 FCE). Students will choose modules in consultation with the Director of the KMD Collaborative Specialization, and the Course Director of each module, to explore personal interests.

http://kmdi.utoronto.ca/program/courses/

http://kmdi.utoronto.ca/program/courses/

Under special circumstances students may pursue an independent course of study in some aspect or application of Knowledge Media Design. The course design and curriculum would be determined in consultation with a KMDI Faculty member and the course must be approved by the Program Committee. Students pursuing this option will typically but not always be well-qualified PhD candidates for whom an exemption from the regular KMD2000 series electives is justified. If students have completed one KMD3000H course and request a second Readings in Knowledge Media course, they can receive approval to register for KMD3001H.

Under special circumstances students may pursue an independent course of study in some aspect or application of Knowledge Media Design. The course design and curriculum would be determined in consultation with a KMDI Faculty member and the course must be approved by the Program Committee. Students pursuing this option will typically but not always be well-qualified PhD candidates for whom an exemption from the regular KMD2000 series electives is justified. If students have completed one KMD3000H course and request a second Readings in Knowledge Media course, they can receive approval to register for KMD3001H.

http://kmdi.utoronto.ca/program/courses/kmd4000h/

Building on the inherent characteristics of the subject matter ’nature’, this studio introduces students to landscape architecture as an evolving and encompassing discipline. It will help students develop the methodological, technical, analytical, conceptual and communication skills through readings, lectures, presentations, tutorials, and studio work.