Recreation Leadership
HRH - Health, Recreation, and Human Services · 40 one-credit courses
Students learn prevention, assessment and management techniques related to injuries that may occur during recreation and sporting events and activities.
Students explain basic taping and wrapping fundamentals, explore the role of the athletic therapist, identify first-aid supplies, describe common injuries, and apply basic taping and wrapping techniques to various body regions.
Students apply basic training and movement principles to health-related and performance-related components of fitness training. Students create fitness activities and develop a basic individual fitness plan to achieve goals for health- related and performance-related components.
Students describe trends in group fitness, participate in a variety of group fitness opportunities and apply training and movement principles to analyze the viability of fitness trends.
Students assess the impact of mental fitness on optimal sport, artistic and/or academic performance and motivation. Students examine and demonstrate strategies to strengthen mental fitness, including relaxation, visualization and positive self-talk.
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Students explain the role of food and hydration in helping individuals achieve optimal physical performance for recreational physical activities and sport. Students acquire knowledge and skills to plan effectively for nutrition and hydration related to a variety of recreational activities and athletic events. Students examine food labelling and the role of recreation leaders and coaches related to promoting nutrition for performance. Note: This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information.
Students examine the Long-Term Athlete Development model and related principles of athletic skill development.
Students learn prevention, assessment and management techniques specifically related to bone, joint and soft-tissue injuries that may occur during recreation and sporting events and activities. Opportunities are provided to practise taping and wrapping skills using a variety of techniques for prophylactic purposes only.
Students evaluate how anatomy affects joint function and stability and analyze mechanisms of injury to predict potential injuries. Students acquire the knowledge and skills necessary for providing recommendations for the safe and healthy function of joints.
Students demonstrate training and movement principles related to muscular and cardiovascular development as well as the development of speed, agility, quickness and flexibility. Students apply safe practices when leading and participating in training exercises and activities.
Students evaluate their core strength and resistance training knowledge and skills based on peer and instructor feedback. Students will demonstrate their understanding and benefits of safe and effective core strength training.
Students evaluate the impact of confidence, belief, emotions, self-awareness, rest and relaxation on optimal performance. Students examine the impact of perspective and identity on athletes and their athletic performance and evaluate team dynamics in relation to optimal group functioning.
Students learn basic skills and developmental principles for teaching recreation activities and foundational movement concepts to children and youth.
Students learn general guidelines for practical, safe and appropriate movements in a physical activity program for older adults. This course will enable students to lead a safe exercise session by providing effective and appropriate exercises that meet the needs of apparently healthy participants.
Students learn basic coaching skills common to all sports in the areas of planning and delivering a practice, teaching and learning, and mental skills training. Students develop an appreciation for the role of coaches in community recreation programs.
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.
Students acquire advanced knowledge and skills necessary for the application of the basic principles of movement and biomechanics to a variety of physical activities. Students gain an appreciation for how biomechanics can impact the health and wellness of individuals and their families, peers and communities.
Students explore and demonstrate various forms of flexibility training in relation to development of training programs.
Students analyze prevention, assessment and management techniques specifically related to bone, joint and soft-tissue injuries that may occur during recreation and sporting events and activities. Students evaluate sport-specific injuries considering injury prevention, mechanisms of injury, anatomy, joint structure, signs and symptoms, treatments, associated taping, strapping and wrapping options, and rehabilitation. Numerous opportunities to demonstrate and apply various prophylactic taping techniques are provided.
Students learn cardiovascular training principles and strategies to measure cardiovascular fitness. They explore a variety of modalities for cardiovascular training and then use this knowledge to plan, lead and evaluate a cardiovascular training session.
Students explore innovative and advanced techniques for speed and agility development in relation to sport and recreation.
Students gain an understanding of training principles and how they affect workout design. Students also gain fundamental skills for assessing exercise intensity and learn training principles to increase and decrease workout designs for apparently healthy individuals.
Students apply the concepts of periodization to training programs for resistance and aerobic training.
Students recommend and design strategies for helping athletes achieve optimal performance levels. Societal attitudes towards sport are examined. Students demonstrate and plan techniques for energy management, focus and activation, self-talk and visualization.
Students learn principles of Ever Active leadership with children and youth in recreation settings in the community. Ever Active Kids leaders endeavour to develop proficient and expressive movers who have a comfort and joy in using their bodies for both goal-directed and aesthetic purposes. Students learn the importance of evidence-based practices related to Fundamental Movement Skills from the Canadian Sport for Life Model; physical literacy, child and youth development, exercise, activity adoption and motivation theories; and physical activity patterns of children and youth.
Students learn the components of fitness and apply them to the design of various fitness and exercise classes for apparently healthy individuals. Students will develop their own leadership styles and practice effective communication techniques for leadership in a group exercise setting.
Students apply knowledge of the musculoskeletal system, basic biomechanics, basic training and conditioning principles and fitness leadership principles to a resistance training context. Students learn principles and skills to develop and lead a resistance training workout program for apparently healthy individuals.
Students develop an understanding of the science of Olympic weightlifting. Students will be safely introduced to the basics of Olympic weightlifting. Proper execution and safety will be emphasized.
Students apply knowledge of the musculoskeletal system, basic biomechanics, basic training and conditioning principles and fitness leadership principles to an aquatic exercise training context. Students learn principles and skills to develop and lead a group aquatic exercise program for apparently healthy individuals.
Students apply knowledge of the musculoskeletal system, basic biomechanics, basic training and conditioning principles and fitness leadership principles to lead fitness classes for apparently healthy older adults.
Students apply knowledge of the musculoskeletal system, basic biomechanics, basic training and conditioning principles, and fitness leadership principles to leading group exercise classes with different emphases for apparently healthy individuals.
Students learn basic coaching skills common to all sports in the areas of designing a sport program and ethical considerations for coaching. Students develop an appreciation for the roles and responsibilities of coaches in community recreation programs.
Students analyze the historical development of at least one specific sport, including an in-depth analysis of the rules of play. Students analyze the roles and responsibilities of officials in sport and demonstrate officiating skills for a specific sport in simulated scenarios and actual practices and games. Note: This course may be combined with a practicum course to achieve a credential to officiate a specific sport if the requirements of the specific sport association are met.
Students explore the structure and function of community, amateur and professional sport organizations. The impact of sport organizations and events on society is also examined.
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.