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Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

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Health Education

Course Code: SPSC 5591
Faculty: Science & Technology
Department: Sport Science
Credits: 3.0
Semester: 31
Learning Format: Online
Typically Offered: TBD. Contact Department Chair for more info.
course overview

In this course, students are introduced to comprehensive school health models to frame the knowledge and practical components of developing student well-being. The B.C. Ministry of Education K-7 and 8-10 health curriculum guides the topic selection for course inquiry. Assignments combine course theory, health education topics and pedagogical considerations related to learner readiness to develop knowledge in health education.

Course Content

1. Definitions and guiding frameworks

1.1. Comprehensive school health education

1.1.1.  Models

1.1.2.  Approaches

1.1.3.  Role of the teacher

1.2. Definitions and components of health

1.3. Scope and sequence of health topics in BC PHE curriculum in relation to developmental readiness of learner

2. Teaching and Curriculum

2.1. Health Behaviour 

2.1.1. Causes and determinants

2.1.2. Theories

2.1.3. Inequalities

2.1.4. Risk assessment

2.2. Building respectful relationships, positive self-identity, self-determination, and mental well-being

2.2.1. Stress management

2.2.1.1.  Signs and symptoms of stress, anxiety and depression

2.2.1.2.  General adaptation syndrome (GAS)

2.2.1.3.  Sources of stress and coping

2.2.1.4.  Pressure and influence

2.2.1.5.  Daily physical activity

2.2.1.6.  Sleep routines

2.2.1.7.  Educating about stress management

2.2.2. Addiction and addictive behaviour

2.2.2.1. Defining addiction

2.2.2.2. The addictive process

2.2.2.3. Types of addiction in school-aged children

2.2.2.4. Drug dynamics

2.2.2.5. Types of drugs used in school-aged children

2.2.2.6. Educating about drug use 

2.2.3. Informed decisions that support personal and community health and safety

2.2.3.1. Healthy physical and social environment

2.2.3.2. Consequences of harm

2.2.3.3. Inter-personal relationships

2.2.3.4. Educating about personal responsibility

2.2.3.5. Healthy reciprocal personal relationships

2.2.3.6. Healthy community relationships

2.2.3.7. Responding to and protecting from harm

2.2.3.8. Educating about sexual health

2.2.4. Creating environments that promote well-being

2.2.4.1. Personal responsibility

2.2.4.2. Social responsibility

2.3. Physical health

2.3.1. Nutrition

2.3.1.1.   Basic principles of healthy eating

2.3.1.2.  Canada's Food Guide and serving size

2.3.1.3.  Food labels

2.3.1.4.  Growth and development

2.3.1.5.  Relationship between physical growth and nutritional needs

2.3.1.6.  Effects of puberty and sex differences in relation to nutritional needs

2.3.1.7.  Childhood malnutrition

2.3.1.8.  Over-nutrition and under-nutrition

2.3.1.9.  Nutritional needs for active living

2.3.1.10. Nutrition demands for exercise and physical activity

2.3.1.11. Energy balance and child obesity

2.3.1.12. Hydration

2.3.1.13. Teaching personal planning

2.3.1.14. Leveraging nutrition environment

2.3.1.15. Assessing nutrition literacy 

2.3.2. Alcohol

2.3.2.1.  Physiologic and behaviour effects of alcohol on developing brains

2.3.2.2.  Educating about alcohol use 

2.3.3. Tobacco

2.3.3.1. Tobacco and social issues 

2.3.3.2. Physiological effects of tobacco on developing bodies

2.3.3.3. Health hazards of tobacco use

2.3.3.4. Methods of smoking

2.3.3.4.1. Direct

2.3.3.4.2. Indirect

2.3.3.4.3. Vapor inhalation

2.3.3.5. Educating about tobacco use

Methods of Instruction

This is a fully on-line course.

Using an on-line learning platform as a virtual classroom students will be led through guided discovery via print, on-line material and participation in discussion groups where they will apply contextual health inquiry through reading assignments and field observations.

Means of Assessment

Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation may include the following:

Self assessment          10-25%

Inquiry into practice    30-45%

Annual planning          30-45%

Total                         100%

Learning Outcomes

Upon completion of this course, students will be able to:

1. Identify definitions and guiding frameworks for implementing comprehensive school health education.

2. Identify the role of the teacher in integrating Physical and Health Education (PHE) curriculum within comprehensive school health.

3. Describe the many aspects of well-being including physical, mental and social health.

4. Identify health behaviour strategies for risk management using age- and grade-specific PHE curriculum integrated into practice.

5. Create a developmentally appropriate annual comprehensive health education plan.

course prerequisites

Enrolment in the Graduate Diploma in Physical and Health Education.

curriculum guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.

assessments

If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.