SCHOOL OF KINESIOLOGY AND HEALTH STUDIES
KNPE 167 – Socio-Cultural Dimensions of Sport and Physical Activity
Winter 2014
Instructors:
Robbie Millington & Matt Ventresca
Office:
KHS 301X
Email:
sportsoc167@gmail.com
Office Hours:
TBD
Class Times
Monday 12:30pm – 1:30pm
Wednesday 11:30am – 12:30pm
Location
KHS 100
Tutorial Schedule and Teaching Assistant Information
Tutorial 002:
Monday 3:30pm – 4:30pm (KHS 106)
Ashley Johnson
Office: SKHS 402
13amj1@queensu.ca
Tutorial 003:
Monday 2:30pm – 3:30pm (KHS 106)
Flurry Hogg
Office: SKHS 402
8fh2@queensu.ca
Tutorial 004:
Monday 2:30pm – 3:30pm (KHS 107)
Isolda Penney
Office: SKHS 402
81irp@queensu.ca
Tutorial 005:
Wednesday 2:30pm – 3:30pm (KHS 106)
Michelle McAlpin
Office: SKHS 401
7mem1@queensu.ca
Tutorial 006:
Wednesday 4:30pm – 5:30pm (KHS 106)
Hilary McKenna
Office: SKHS 402
13ham2@queensu.ca
TA Office Hours:
Each TA will inform their tutorial group of the time and
location of weekly office hours
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Course Description
This course focuses on sport as a social, political, and cultural phenomena in Canada and globally. Sport
impacts our daily lives in direct and indirect ways: It can shape identities (e.g. notions of masculinity or
femininity, athlete or fan), foster a sense of civic or national pride (e.g. the Olympic Games), or act as a
site of consumption (e.g. the purchasing of tickets, memorabilia, merchandise). Importantly, sport can
contribute to society in both positive and negative ways by reflecting and producing certain ideas we
have about gender, sexuality, race, ethnicity, ability, and social class. While sport is often presented as a
place where none of these things matter – as a social equalizer or level playing field – in this class we
will adopt a critical perspective to explore and consider how sport can contribute to social inequality and
operate as a site of power relations. Together, we will use sociological theories and ideas to think
critically about the effects of sports and sport participation on individual and societal levels.
Course Objectives
Throughout the course we will focus on acquiring the tools and developing the necessary skills so as to:
• Evaluate and critique popular or dominant ways of thinking about sport and physical activity
(i.e., beyond performance statistics and competitive outcomes);
• Consider and explain how power operates through sport and sporting cultures;
• Apply and assess various sociological theories concerning sport, physical activity, and the body;
• Develop critical thinking, reading, and writing skills to be applied in both individual and
collaborative environments;
• And ultimately challenge apolitical and ahistorical constructions of sport and reflect on our own
understandings of sport in society.
Readings
Required Text:
Coakley, J. & Donnelly, P. (2009). Sports in Society: Issues and Controversies (2nd Canadian Edition),
Toronto: McGraw-Hill Ryerson.
*This textbook is available at the Campus Book Store and on 3-hour reserve at Stauffer library.
Other Required Readings:
Your other required readings include a mixture of PDF files and web links. PDF files will be made
available on Moodle. All web links are included in the syllabus (below). All the links and files are
current and working as of the first day of class. We strongly advise you to print all materials at the
beginning of the semester to avoid any last minute technological crises and allow you to fully engage
with the course materials (i.e., highlighting key points, marginal annotation, etc.)
Course Website:
We will be making use of Moodle for this course. When applicable we will be posting slides from the
lectures. These will only provide an overview of the content discussed on that particular day and, as
such, should not be relied upon to take the place of in-class notes. We also encourage all students to
make use of the Discussion Board section of the website for general discussions about the class and for
posting questions about the course.
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Evaluation
1.
2.
3.
4.
5.
Position Paper
Term Paper
Tutorial Presentation
Tutorial Participation
Final Exam (date TBD)
20%
30%
15%
10%
25%
1. Position Paper (20%)
Length:
2-3 pages, double-spaced, not including list of references (additional pages will
not be read/marked)
Due date:
Monday, February 10th, 2014. A hardcopy handed-in at the beginning of lecture
AND an electronic copy uploaded to Moodle before lecture (12:30).
Style and Criteria: Font: 12 pt, Times New Roman
Spacing: Double-spaced
Page numbers: Bottom right hand corner of every page
Referencing: Please use APA style
Additional Information:
- Please staple in the top left-hand corner
- No fancy clips or packaging required
- On the first page of your paper please include your name, your TA’s
name, student number, and the title of your paper (cover page is not
required)
References:
You must draw on at least one academic book chapter or journal article for this
assignment. You are permitted to use the course readings (text book or other
academic readings).
Details:
This assignment requires you to write a position paper that is focused on a subject of importance in the
context of contemporary sport. The main goal of this paper is to make a strong, succinct, and convincing
argument supported by evidence that draws from sociological theory and concepts. Although the paper
does not require a thesis statement, it should follow formal essay formatting (i.e. clear argument, wellstructured paragraphs with an introduction, body and conclusion) and should be written from the first
person (e.g. you can say things like “In this paper I will argue”).
You could, for example, write a paper critiquing the Legends Football League (formerly the Lingerie
Football League) concerning their depictions of women athletes. Or, as another example, you could
write about the prevalence of racial stereotypes in sport such as their use in team logos. These are just
two of countless examples — spend some time thinking about a topic you are interested in and even
passionate about. The more connected you feel to what you are arguing, the more convincing you are
likely to be.
More details will be provided in lecture.
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2. Term Paper (30%)
Length:
7 to 8 pages, double-spaced (additional pages will not be read/marked)
Due date:
Wednesday March 19th, 2014. A hardcopy handed-in at the beginning of lecture
AND an electronic copy uploaded to Moodle before lecture (11:30).
Style and Criteria: Font: 12 pt, Times New Roman
Spacing: Double-spaced
Page numbers: Bottom right hand corner of every page
Referencing: Please use APA style
Additional Information:
- Thesis statement must be underlined
- Please staple in the top left-hand corner
- No folders, duo-tangs, or fancy packaging
- On the first page of your paper please include your name, your TA’s
name, student number, and the title of your paper (cover page is not
required).
References:
You must draw on at least three academic book chapters or journal articles for
this assignment. All of these must be from outside of the course readings and
must be sociological in nature. However, course readings can be used as
additional reference materials.
Details:
For this assignment, all students must choose a topic related to the sociology of sport that falls within
one of the following themes: (a) a critical analysis of your own participation in sport or physical activity;
or (b), a critical analysis of a contemporary sport issue. Note: This assignment can be an extension of
the argument you started to develop in your position paper. We will talk more about this in lecture.
A. Critical self-reflection
The goal of this assignment is to be critically self-reflective as you consider, describe, and analyze your
experience(s) in sport or physical activity, the contexts in which they occurred, and the impact they had
on you and others who were involved. You will want to think about and describe your experiences in a
way that relates them to broader social issues in sport and society (e.g., how your experiences might
reflect gender, class, racial, sexual norms or how they relate to other power dynamics in society). You
may also write about your non-participation in sport or physical activity (by choice and/or the result of
barriers). Your “autobiographical” insight must be supplemented by relevant academic texts (e.g., sociocultural studies of sport or physical activity) and demonstrate the ability to apply appropriate
sociological concepts and theory to your experiences in sport. Even though this essay is
autobiographical, you are still required to make a strong and coherent argument complete with a clearly
defined thesis statement.
B. Critical Analysis of a Contemporary Sport Issue
The goal of this assignment is to take a contemporary sport issue and write a critical analysis that draws
from appropriate academic references and illustrates how it relates to course concepts. The key aspect of
this assignment is to identify a sport related issue and consider how it reflects or is underpinned by
broader social power issues such as gender, class, race, sexuality etc. There are many different ways
you can do this assignment. You are welcome to conduct a media analysis of sports coverage (this can
include television, magazine, newspaper, or online sources, as well as sport-themed movies or books).
Or, you may wish to focus on a particular sport and any problems that are related to how it is constructed
or taken up in popular culture (e.g., how access or barriers to sport participation can be understood as a
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societal problem). This paper should have a clear and concise argument complete with a thesis
statement, and should draw on themes/readings from throughout the semester. You must demonstrate the
ability to think critically about sport, and make your argument using relevant sociological concepts and
theories.
3. Tutorial Group Presentations — Weeks 10 and 11 (15%)
In groups of four, students will produce a 5 minute educational audio/visual presentation based on a
contemporary social problem related to sport and physical activity. Groups are encouraged to be
creative, but the presentation must include: (a) an explanation of the problem; (b) an outline of why the
particular problem is a concern; and, (c) a proposal as to what changes might be made to address the
problem. Proposed changes/solutions must be realistic (i.e., it is not realistic to address the issue of
concussions in hockey by abolishing the sport of hockey altogether!). Your presentation should have a
clearly defined audience to which your message will be directed (e.g. government and sport
organizations, media corporations, specific sporting communities). Presentations should demonstrate the
ability to think critically about sport and must be presented in such a manner that people without a
sociological background will be able to understand. As Albert Einstein once said: “If you can’t explain it
simply, you don’t understand it well enough.” The presentation must be in a format that can be
disseminated to a wide audience (i.e. video, audio recording, multi-media presentation).
Groups will make their presentation to their fellow tutorial participants and their TA during the last two
weeks of tutorial (weeks 10 and 11). In total, presentations will be no longer than 10 minutes divided as
follows: (a) a brief introduction that contexualizes the problem and identifies the sociological theories
and concepts used (~2 minutes); (b) the media presentation itself (~5 minutes); and, (c) questions from
the tutorial participants (~3 minutes). A rubric will be provided for this assignment.
4. Tutorial Participation (10%)
This grade will be based on attendance and the quality of your participation in discussions throughout
the term. Quality participation is measured by: your attentiveness; your engagement and enthusiasm;
your ability to discuss the issues in a thoughtful manner; your willingness to engage in critical analysis;
and your familiarity with the assigned readings. Asking insightful questions during tutorial group
presentations is also a key component of your participation grade. A 2% penalty will be applied to your
final grade for every tutorial absence.
6. Final Exam (25%)
To be held during the exam period. Further details TBA.
Some Additional Comments About the Course
Attendance:
Lecture attendance and tutorial participation are mandatory. If you are unable to come to lecture or
tutorial you must adhere to Regulation 6.3 “Absence and Missed Course Work” that is set out in the
Faculty of Arts and Science Regulations and Policies. If there are any extenuating circumstances that
require you to miss tutorial, please contact your TA ahead of time.
Note: Neither we or the TAs will provide notes beyond what is posted on Moodle to students who miss
class. It is your responsibility to make up missed work.
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Participation:
This class will be far more interesting for everyone if we are all involved in the learning process. You
will learn more by engaging with the materials and in the discussions — in both the lectures and your
tutorials. We will also undoubtedly learn from each other, as our experiences of sport are not
homogeneous. As such, you are encouraged to ask questions and make observations in the lectures and
tutorials. Our expectation is that comments will be respectful of others (always direct your argument at
the topic or statement and not the person. In other words, personal attacks will not be tolerated in lecture
or tutorial).
Laptops and Cell Phones:
You may use a laptop in lecture. Using a laptop, however, is not an excuse to avoid participating in
discussions. When using a laptop you are asked to be respectful of the people around you. Cell phone
use is not permitted in lecture or in tutorial. Cell phones must be turned off and put away before lecture
or tutorial.
Correspondence:
Neither the instructors nor the TAs will respond to email questions about information that is noted in this
syllabus or discussed explicitly in lectures and/or tutorials. Questions of a personal/private/confidential
manner should be sent to our respective email addresses with the subject heading KNPE 167 and your
name.. Please post all other questions on the Moodle course site so that other students may benefit from
the answers.
Changing Tutorials:
Should you need to change tutorials, you must make your own arrangements. To do so, place a request
for another student to swap with you via Moodle. Once you have found someone who is willing to
change, each student must inform the course instructors and the affected TAs. Please note that there are
two concurrent tutorials Monday at 2:30 p.m. (tutorials 003 and 004). It is important that you remain in
the specific tutorial to which you are assigned at the beginning of the term.
Due Dates and Late Work:
We do not give extensions at the last minute. If you need an extension, you must come to see us at least
one week in advance. We will not be using the grace period policy that you might have encountered in
previous courses; late assignments will be docked 5% per day. You are responsible for the replacement
of lost assignments, so please save an electronic and hard copy of every piece of work.
Grade Appeals:
If you wish to appeal an assignment or exam grade you must make the request in writing to us via email.
Your email should include a detailed justification for a re-grade. Please note that re-grades may result in
your mark going up or down.
N.B.:
Students are responsible for keeping back-up copies of all written work and assignments for this
class. You should always have at least one updated hard copy of your work (rather than just one
electronic version either on a USB memory stick, hard drive or whatever). Computer or USB memory
stick problems will not be accepted as an excuse to hand in a late assignment.
If you have any questions about the above, please do not hesitate to ask in lectures or via Moodle.
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Reading Schedule
Please note: It is expected that you will come prepared to Monday lectures having read all of the
required reading for that week with the exception of the first week.
Week # 1 (January 6 – 10): Introduction to the Course – What is Sport?
Coakley & Donnelly (2009): Chapter 1 (pp. 1 - 24)
* Video Clip (in-class): Not Just a Game – Preview. Available at:
http://www.youtube.com/watch?v=-Jp09hFJZXI
NOTE: No Tutorials This Week
Week # 2 (January 13 – 17): Sociological Theories and Concepts
Coakley & Donnelly (2009): Chapter 2 (pp. 25 - 46)
Tutorial Reading:
Lipsyte, R. (2011, July 27). “Jocks vs. Pukes: Jock Culture is a Distortion of Sports.” The Nation.
Available at http://www.thenation.com/article/162401/jocks-vs-pukes#
NOTE: Tutorials Begin This Week
Week # 3 (January 20 – 24): Gender and Sexuality I
Coakley & Donnelly (2009): Chapter 8 (pp. 220 – 244 only)
Tutorial Reading:
Zirin, D. (2012). Nine-year-old Girl Plays Football, Kicks Ass and Maybe Changes the World. Edge
of Sports. Available at http://www.edgeofsports.com/2012-11-12-793/index.html
Dryden, N. (2012, Jun. 06). Let Saudi Women Compete in London. The Globe and Mail. Available
at: http://www.theglobeandmail.com/globe-debate/let-saudi-women-compete-inlondon/article4233895/
Week # 4 (January 27 – 31): Gender and Sexuality II
Coakley & Donnelly (2009): Chapter 8 (pp. 244—258)
Griffin, P. (2012). Has the Search for Gay Male Athletes Distracted Us from Homophobia in
Women’s Sports? Available at: http://www.opposingviews.com/i/sports/incredible-omnipresentyet-invisible-lesbian-athlete
Tutorial Reading:
Coyle, G. (2012): Coming Out on the Court: Bryan Fautley Shares his Story about being Gay on a
Varsity Team. Available at: http://queensjournal.ca/story/2012-03-23/sports/coming-out-court/
Gabler, N. (2013, Nov. 12). The NFL's bully boys: The Miami Dolphins brouhaha shows that the
culture of the league is stuck in the past. The Los Angeles Times. Available at:
http://www.latimes.com/opinion/commentary/la-oe-gabler-incognito-martin-dolphins20131112,0,2279832.story#ixzz2nlqhejgV
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Week # 5 (February 3 – 7): Race and Ethnicity I
Coakley & Donnelly (2009): Chapter 9 (pp. 259—275)
McDonald, M. & Toglia, J. (2010). Dressed for Success? The NBA’s Dress Code, the Workings of
Whiteness and Corporate Culture. Sport in Society, 13(6), pp. 970-983.
Tutorial Reading:
Leonard, D. (2012, Mar. 15). Andrew Luck and Racial Assumptions: Are Stereotypes a Part of the
Game? Urban Cusp. Available at: http://www.urbancusp.com/newspost/andrew-luck-and-racialassumptions-are-stereotypes-a-part-of-the-game/
McIntosh, P. (1990). White Privilege: Unpacking the Invisible Knapsack. (Posted on Moodle)
Week # 6 (February 10 – 14): Race and Ethnicity II
Coakley & Donnelly (2009): Chapter 9 (pp. 275—298)
Caspian Kang, J. (2012, Feb. 22). A Question of Identity: The Headline, the Tweet, and the Unfair
Significance of Jeremy Lin. Grantland. Available at:
http://www.grantland.com/story/_/id/7601157/the-headline-tweet-unfair-significance-jeremy-lin
Tutorial Reading:
Reitsma, T. (2012). Five Reasons Non-Indigenous People Should Boycott Indian Iconography in
Sports. Left Hook Journal. Available at: http://lefthookjournal.wordpress.com/2012/07/25/fivereasons-non-indigenous-people-should-boycott-indian-iconography-in-sports/
Reilly, R. (2013, Sept. 13). Have the People Spoken? ESPN.com. Available at:
http://espn.go.com/nfl/story/_/id/9689220/redskins-name-change-not-easy-sounds
NOTE: Position paper due February 10th at the beginning of lecture.
Reading Week -- February 17 – 21
Week # 7 (February 24 – 28): Intro to Political Economy and Class Ideology
Coakley & Donnelly (2009): Chapter 10 (pp. 299—331)
Tutorial Reading:
Carleton, S. (2012, Sept. 24). Which Side are you on? 'Millionaires vs. Billionaires' and the Political
Economy of the NHL Lockout. Rabble.ca. Available at: http://rabble.ca/news/2012/09/which-sideare-you-millionaires-vs-billionaires-and-political-economy-nhl-lockout
Week # 8 (March 3 – 7): Social Class
Coakley & Donnelly (2009): Chapter 11 (pp. 332—372)
Zirin, D. (2013, July 29). On Vultures and Red Wings: Billionaire Gets New Sports Arena in
Bankrupt Detroit. The Nation. Available at: http://www.thenation.com/blog/175467/vultures-andred-wings-billionaire-gets-new-sports-arena-bankrupt-detroit#
9
Tutorial Reading:
Stephens-Davidowitz, S. (2013, Nov. 2). In the N.B.A., ZIP Code Matters. The New York Times.
Available at: http://www.nytimes.com/2013/11/03/opinion/sunday/in-the-nba-zip-codematters.html?_r=0
CBC News. (2013, Sept. 30). Hockey, Canada's Game, Not its Most Popular: Hockey by the
Numbers. CBC News. Available at: http://www.cbc.ca/news2/interactives/sports-junior/
Week # 9 (March 10 – 14): The Business of Sport
Coakley & Donnelly (2009): Chapter 12 (pp. 373 - 417)
Zirin, D. (2010). The Dramatic Drop in Women’s Sport Coverage: An Interview with Mike Messner.
Available at: http://www.edgeofsports.com/2010-07-06-548/index.html
Stewart, M. (2013, Nov. 29). The CBC's Reliance on Don Cherry's NHL Cost them Dearly.
Rabble.ca. Available at: http://rabble.ca/blogs/bloggers/michael-stewart/2013/11/cbcs-reliance-ondon-cherrys-nhl-cost-them-dearly
NOTE: March is Disability Awareness Month on Queen’s Campus
Week # 10 (March 17 – 21): Pain, Injury, and Disability
Pike, E. (2004). Risk, Pain and Injury: “A Natural Thing in Rowing”? In Sporting Bodies, Damaged
Selves: Sociological Studies of Sports-Related Injury (Ed. K. Young). New York: Elsevier.
pp.151-162 (Available on Moodle).
Peers, D. (2012, Sept. 14). Patients, Athletes, Freaks? Social Science Space. Available at:
http://www.socialsciencespace.com/2012/09/patients-athletes-freaks/
Beaver, W. (2013). The Future of Football. Society, 50, pp. 335-338 (Available on Moodle).
NOTE: Term paper due March 19th at the beginning of lecture
First week of Tutorial Presentations
Week # 11 (March 24 – March 26): Contemporary Issues
Darnell, S. (2007). Playing with Race: Right to Play and the Production of Whiteness in
‘Development through Sport.’ Sport in Society, 10(4), pp. 560-579.
Ventresca, M. (2012). Mo Than Just a Moustache: Hockey Masculinity and Movember. Available at:
http://hockeyinsociety.com/2011/11/30/mo-than-just-a-moustache-hockey-masculinity-andmovember/#more-436
NOTE: Second Week of Tutorial Presentations
Week # 12 (March 31 – April 4): Exam Review
No Readings.
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School of Kinesiology and Health Studies – Regulations and Policies
Academic Integrity
The School of Kinesiology and Health Studies policy related to breaches of academic integrity is as
follows. The minimum penalty assessed for such a finding will be a grade of zero on the work
in question plus the subtraction of the value of the assignment from the student’s final
grade.
Exams and Midterms Polices
•
•
•
•
As per University regulations, requests for accommodation for exams, midterms and course assignments
must be received by the instructor in a timely manner and at least a week in advance of the test or due
date. Students who are entitled to accommodations (e.g. special requirements such as additional time
for written tests) are asked to discuss their requirements with the instructor at the start of the course.
Official documentation is required to support such requests. Do NOT leave requests to the last minute.
Students who are unable to write a test or exam on the published date are not permitted to write in
advance of the class.
Requests for an alternate midterm/exam times or an extension for course assignments for the purpose
of accommodating travel arrangements for personal reasons, either during the term or before the end of
the University’s official exam period will be automatically denied.
Except in extenuating circumstances, deferred exams must be written no later than within the first two
weeks of the subsequent term. When possible, a common deferred exam date will be set for all students
in the course.
Faculty of Arts and Science Regulations and Policies
Students should refer to the regulation section of the current Arts and Science Calendar to familiarize
themselves about the academic regulations that are applicable to course work and academic performance.
Specifically, please note the following regulations:
•
Regulation 1: Academic Integrity
•
Regulaton 6: Attendance, Course Work and Conduct
•
Regulation 7: Assessment of Performance
•
Regulation 11: Review of Grades and Examinations
•
Regulation 17: Misconduct in an Academic or Non-Academic Setting
•
Regulation 8: Final Examinations and General Examinations
•
Regulation 9: Examination Conduct
•
Regulation 10: System of Grading and Transcipt Notations
In particular, students should note the changes to Regulation 1 Academic Integrity (formerly Academic
Dishonesty). Highlights from this regulation include:
The Queen’s University Senate Policy on Academic Integrity may be found on the internet at
www.queensu.ca/secretariat/senate/policies/AcadInteg.html.
Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness,
respect and responsibility (see www.academicintegrity.org). These values are central to the
building, nurturing and sustaining of an academic community in which all members of the
community will thrive. Adherence to the values expressed through academic integrity forms a
foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the
University (see the Senate Report on Principles and Priorities, at
http://www.queensu.ca/secretariat/senate/policies/princpri/).
Students are responsible for familiarizing themselves with the regulations concerning academic
integrity and for ensuring that their assignments conform to the principles of academic integrity.
Information on academic integrity is available in the Arts and Science Calendar, on the Arts and
11
Science website (see http://www.queensu.ca/calendars/artsci/pg4.html), and from the instructor of
this course.
Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation,
forgery and falsification, and are antithetical to the development of an academic community at
Queen's. Given the seriousness of these matters, actions which contravene the regulation on
academic integrity carry sanctions that can range from a warning or the loss of grades on an
assignment to the failure of a course to a requirement to withdraw from the university.
Exam Accommodations
In order of priority:
1. Matters of Human Rights
DISABILITIES: Please note that it is important to contact Disability Services (St. Lawrence Bldg. 613-5336467) as early as possible in the academic year to allow time for you to be registered for special needs
consideration. Students already registered with Disability Services (St. Lawrence Bldg. 613-533-6467)
should request accommodation from the instructor at least one week prior to the exam or test. Students
not yet registered with Disability Services may request accommodation, but it may not be possible to
provide the appropriate accommodations in a timely fashion in such instances.
FAITH OBSERVANCE: Should you require accommodation due to faith observance, please contact the
instructor as early as possible to allow appropriate alternative arrangements to be made. If requests for
accommodation are not made at least one week prior to the exam or test, it may not be possible to
accommodate in a timely fashion.
2. Extenuating Circumstances beyond a Student's Control
ILLNESS: You are expected to comply with Academic Regulation 6.3, Absence and Missed Course
Work etc. If you are too ill to write an exam you must document this either with a medical certificate (if
available) or by notifying the instructor in writing (with your signature). If you are ill for an extended period
of time, it is your responsibility to contact the instructor immediately on your return to campus.
SKHS Communications
The SKHS Undergraduate office sends out a weekly communication called the UG
NEWS. It is important that you read this communication since it is one of the key
ways that we distribute program information, key deadlines, news and
opportunities to students. Back issues of the UG NEWS are also posted on the
SKHS web site at http://www.queensu.ca/skhs/Testing/NoticeBoard/UGNews.html
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SKHS Grading Policy
As of January 1, 2012 the grading policy adopted by the School of Kinesiology and Health Studies
utilizes the “Letters In, Letters Out” method of recording and communicating grades to students.
All components of this course will receive letter grades which, for purposes of calculating your course
average, will be translated into numerical equivalents using the Faculty of Arts and Science approved
scale:
Arts & Science Letter Grade Input Scheme
Numerical value for
Assignment mark
calculation of final mark
A+
93
A
87
A82
B+
78
B
75
B72
C+
68
C
65
C62
D+
58
D
55
D52
F48 (F+)
48
F24 (F)
24
F0 (0)
0
Your course average will then be converted to a final letter grade according to Queen’s Official Grade
Conversion Scale:
Queen’s Official Grade Conversion Scale
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Numerical Course Average
(Range)
90-100
85-89
80-84
77-79
73-76
70-72
67-69
63-66
60-62
57-59
53-56
50-52
49 and below