Health Promotion

Curriculum Guideline

Effective Date:
Course Code
SPSC 3203
Health Promotion
Sport Science
Science & Technology
Start Date
End Term
Semester Length
15 weeks
Max Class Size
Contact Hours
4 hours lecture/classroom
Method(s) Of Instruction
Learning Activities
  • Lecture
  • Discussion groups
  • Reading assignments
  • Field Observation
  • Online discussion groups
Course Description
Health promotion and education are primarily concerned with answering the question: “How are individuals and groups motivated to change health-related behaviours for the better?” To shed light on this, principles of health promotion and behaviour change will be studied within the contexts of school and community settings. Analysis of specific health promotion and education initiatives relating to current individual and community health concerns will provide insight into contemporary health issues and the means by which governments and non-profit agencies are attempting to address those issues.
Course Content
  1. History and context for health promotion and education
  • Continuum of wellness
  • Intervention continuum – from disease treatment to wellness optimization
  • Understanding Canadian health care and health promotion/education
    • Canadian health care delivery
    • Health Canada and health education/promotion
      • Mandate
      • Current initiatives
    • The role of non-profit organizations and health promotion/education
    • Public school system and health promotion/education
      • Curriculum based
      • Community based
      • Event based
  • Learning and behaviour change: models of individual health behaviour.
    • Learning Theory
      • Cognitive dissonance
      • Learning styles and learning basics:
        • Cognitive domain
        • Affective domain
        • Psychomotor domain
    • Selected theories relating to choice and behaviour change
      • Motivational theory – Maslow’s hierarchy of needs
      • The Health Belief Model
      • The Theory of Reasoned Action and Theory of Planned Behaviour
      • The Transtheoretical Model and Stages of Change
  • Selected health topics: (Individual instructors will cover a selection of topics from the following list as they relate to the other course components: Specifically, as they relate to course content items 1.2, 1.3, and 2 above and item 4 below)
    • Psychosocial health:
      • Intellectual
      • Emotional
      • Spiritual
      • Social
    • Personal health and nutrition:
      • Cardiovascular disease
      • Cancer
      • Obesity
      • Type II diabetes
      • Other health and nutrition topics
    • Personal health and physical activity:
      • Cardiovascular disease
      • Cancer
      • Obesity
      • Type II diabetes
      • Other health and physical activity topics
    • Personal health and substance abuse:
      • Understanding addiction
      • Alcohol
      • Tobacco
      • Contemporary drug concerns
      • Gateway drug
    • Environmental health
    • Communicable and chronic diseases
  • The Health Promotion Process:
    • Assessing community needs
      • introduction to vital statistics and demography
      • epidemiological studies
    • Planning for promotion and assessment of success
    • Selecting Strategies and Tools
    • Implementation
    • Review
    Learning Outcomes

    Following successful completion of this course, the student shall be able to:

    1. Accurately define and discuss in his/her own words health, wellness, health education, and health promotion.
    2. Describe and discuss the primary determinants of health behaviour and health behaviour change.
    3. Identify key elements of curriculum-mandated health promotion in the k-12 school context.
    4. Identify alternative health promotion activities and initiatives in the k-12 school context.
    5. Describe a community context and identify health promotion activities utilized in that context.
    6. Analyze an existing health promotion initiative in a school or community context by identifying its goals, breaking it into its component pieces and identifying what constitutes success and failure for the campaign.
    7. Describe how vital statistics and epidemiological data are used for assessment and planning of health education and promotion.
    Means of Assessment

    The selection of evaluation tools for this course is based on:

    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:

    Health Education case study 30%
    Health Promotion Fair 30%
    Volunteerism experience 20%
    Final exam 20%
    Textbook Materials

    Textbooks and Materials to be Purchased by Students

    Will be decided by course instructors. Potential resources include

    • Butler, T. (2001). Principles of Health Education and Health Promotion, 3rd Edition. Thomson Learning.
    • Cottrell, R. (2002). Principles and Foundations of Health Promotion and Education, 2nd Edition. Pearson Education, Newmarket, Ontario, Canada.
    • Glanz, K. (2002). Health Behavior and Health Education, 3rd Edition. John Wiley & Sons, Inc., Publishers, Mississauga, Ontario, Canada
    • Greenberg, J. (2004). Health Education and Health Promotion: Learner-centered Instructional Strategies, 5th Edition.  Mcgraw-Hill Ryerson Publishers, Whitby, Ontario, Canada
    • Meeks, L., Page, R., and Heit, P. (2003). Comprehensive School Health Education, 4th Edition. Mcgraw-Hill Ryerson Publishers, Whitby, Ontario, Canada

    60 credits, including ENGL 1130 and SPSC 1103 and (SPSC 1105 or SPSC 2205)