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Leisure, Health, and Wellbeing: Theoretical, Practical, and Policy Perspectives

Course Code: THRT 4704
Faculty: Child, Family & Community Studies
Credits: 3.0
Semester: Flexible delivery ranging over 2 to 15 weeks
Learning Format: Lecture, Tutorial
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This course builds upon the foundational concepts of health, health promotion, health determinants and population health. The fundamental question that we ask and attempt to answer in this course is: Why are some people healthy and others not? In this course we focus on the meaning of health and the factors that influence the health, well-being, and quality of life of individuals, families, communities, and nations. Theories and understandings of the determinants of health are explored in relation to current health issues and health promotion models, strategies and interventions. The research, theory and application of the Leisure and Wellbeing Model are explored in depth in relation to health promotion, recreation, and therapeutic recreation.

Course Content

Meanings and measures of health, quality of life, wellness, and wellbeing

  • Interdisciplinary approaches
  • Strengths and limitations of different definitions and measures of health  

Evolution in approaches to public health and health promotion

  • Historical developments in the field from health protection to health promotion
  • Lalonde Report, Alma Ata Declaration, and the Ottawa Charter
  • Principles of primary health care, health education, health promotion, population health

Population health and the social determinants of health

  • Definitions and research evidence for major  determinants including poverty, socioeconomic inequalities, social support, physical environment, race and culture, and gender
  • Exploration of other relevant and timely issues, including aging, ability / disability, mental health and addictions, homelessness, violence
  • Links and relevance to recreation, leisure, and therapeutic recreation 

Health promotion and health policy

  • Healthy Communities, Action Schools! BC, and other promising practices
  • Working with community partners and government
  • Current climate for health promotion, health research and policy development

Leisure and Wellbeing Model

  • Foundational research and theoretical approach
  • Application of model linking to leisure education and serious leisure

Methods of Instruction

  • Lecture/discussion
  • Community service learning
  • Student debates/presentations
  • Media – videos, DVD

Means of Assessment

This course will conform to Douglas College policy regarding the number and weighting of evaluations.  Typical means of evaluation would include a combination of:

  • Tests
  • Written assignments
  • Leadership presentation

This is a letter graded course.

Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Analyze the ways health has been conceptualized and measured across different fields of research.  
  2. Examine the major historical developments, debates, and tensions in the fields of health promotion and public health.
  3. Critique how the determinants of health are commonly understood, measured, and portrayed in relation to current health problems and issues.
  4. Evaluate current health problems in relation to the role and interaction of various determinants.
  5. Articulate the links between the health determinants framework and approaches to leisure, recreation, and therapeutic recreation.
  6. Apply the Leisure and Wellbeing Model in a community setting guided by theoretical and foundational research.

course prerequisites

THRT 3601

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.


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