Holistic Health through Personal Development, Health and Physical Education (PDHPE) (9873.1)
|Level:||Level 4 - Undergraduate Advanced Unit|
|HECS Bands:||1, 4|
|Faculty:||Faculty of Education|
|Discipline:||Academic Program Area - Education|
UC - Canberra, Bruce
Year Teaching Period Convener Mode of Delivery 2020 Semester 2 DR Michael DAVIES (Ph: +61 2 62012412 ) ON-CAMPUS 2021 Semester 2 DR Michael DAVIES (Ph: +61 2 62012412 ) ON-CAMPUS
Possible changes to your unit's learning activities and assessment items
For the remainder of 2020, resulting from Australian Government's directives requiring physical distancing and restrictions on movement because of the COVID-19 pandemic, any exams that are required for assessment in a unit will be online exams. Online exams may also use online proctoring to help assure the academic integrity of those exams. Please contact your unit convener with any questions.
While the University has made efforts to ensure that Unit Outlines reflect a unit’s learning activities and assessment items, any changes to Australian Government directives because of the COVID-19 pandemic may require changes to these during the semester to ensure the safety and well being of students and staff. These changes will not be updated in the published unit outline, but will be communicated to you via your unit’s UCLearn(Canvas) teaching site. Any changes made will continue to meet the unit’s learning outcomes, as described in the Unit Outline.
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- Semester 2, 2020, ON-CAMPUS, BRUCE (195850) - View
- Semester 2, 2019, ON-CAMPUS, BRUCE (186727) - View
- Semester 2, 2018, ON-CAMPUS, BRUCE (177454) - View
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This unit examines holistic health for wellbeing. Various dimensions of wellness in schools; physical, intellectual, emotional, social, spiritual, environmental and occupational are explored with a focus on research relating to the benefits of movement and nutrition. The effects of hypokinetic diseases in society are explored and also the strong correlation between physical activity and optimal health and quality of life. Students consider: the benefits of physical activity in schools include enhancing mental health through optimising capacity for learning and managing stress; a range of lifespan physical activities and examine the "Stage of Change" model for behavioural change. Students consider why it is essential that implementation is "developmentally appropriate". Students identify strategies to engage people in physical activity and health promoting behaviours across the lifespan with a focus on schools.
On successful completion of this unit, students will be able to:
1. Understand and define holistic health for wellbeing;
2. Know the various dimensions of wellness in schools; physical, intellectual, emotional, social, spiritual, environmental and occupational;
3. Know the benefits of movement and nutrition and how these can be enhanced in schools;
4. Understand the effects of hypokinetic diseases (non-communicable diseases) and their connection to limited physical activity; cardiovascular disease, diabetes and cancer;
5. Understand the significance of physical activity (PA) and the strong correlation research indicates PA plays in enabling optimal health and quality of life;
6. Know research that suggests physical activity maximises mental health through optimising capacity for learning and managing stress;
7. Understand how physical activity for the whole school community can be best managed;
8. Understand a range of lifespan physical activities;
9. Know why PA being "developmentally appropriate" is essential across various contexts including educational settings; and
10. Understand the "Stage of Change" model for behaviour change; and strategies to engage people in physical activity and health promoting behaviours across the lifespan (with a focus on schools).
UC - Canberra, Bruce
Semester 2, 2020
On-Campus Attendance (Expected) and Online Content (ON-CAMPUS)
- Item 2: Personal Lifestyle Behaviour Change (50% of final grade. )
- Item 1: Building Resilience in Teacher Education (BRiTE) Program (Complete/Incomplete to final grade. )
- Item 3: Holistic Health Plan for a School Community (50% of final grade. PART 1: Grant Proposal 35% of final grade. PART 2: Pitch for Funds 15% of final grade. )
- On-Campus Attendance (Expected) and Online Content (ON-CAMPUS)
- Semester 2, 2019
- Semester 2, 2018
- Semester 2, 2020
1 hour lecture per week, plus 2 hour Tutorial per week (and online requirements).
Must have passed 72 credit points including 9916 Sociocultural Foundations For HPE In Schools AND 9872 Health and Wellbeing AND 9861 Contemporary Physical Activities.
Enrolment in the Bachelor of Primary Education (HPE) OR Bachelor of Secondary Education (HPE)