Spring 2022 - BPK 340 D100
Active Health: Behavior and Promotion (3)
Class Number: 7234
Delivery Method: In Person
Course Times + Location:
Th 8:30 AM – 11:20 AM
AQ 3154, Burnaby
Exam Times + Location:
Apr 20, 2022
12:00 PM – 3:00 PM
WMC 3260, Burnaby
1 778 782-4185
Prerequisites:BPK 142, STAT 201 (or PSYC 201). Recommended: BPK 140.
Relationships among health, physical activity, and other health-associated behaviors are examined. In addition, the theories and models of health behavior, in the context of intervention and promotion strategies, are discussed. Pertinent background information is provided, concerning the influence of fitness on various disease states, as well as the epidemiology of health and exercise behaviors.
This course has been designed to help you develop the knowledge and skills for evaluating and planning active health promotion strategies. You will be able to directly apply what you have learned in this course in the practice of Kinesiology, and in many other health-related disciplines you may choose in the future. Together we will explore: Theories of health behavior at the individual and population levels; Market segmentation techniques aimed at improving the effectiveness of active health promotion programs; Strategies and tactics for enhancing physical activity at the individual and population levels; Process models for development, delivery and evaluation of health promotion interventions, and Health promotion programs for specific target audiences.
COURSE-LEVEL EDUCATIONAL GOALS:
COURSE-LEVEL EDUCATIONAL GOALS:
- Contrast the following concepts: health, fitness, exercise, activity and active living. Explain the advantages and challenges of using active living to promote physical activity.
- Summarize the current demographics of activity and obesity in developed countries and describe the impact of obesity on health.
- Identify potential sources of error in population surveillance tools such as the International Physical Activity Questionnaire (IPAQ) and formulate questions about validity, reliability and usefulness as outcome measures and success indicators.
- Outline the rationale for and process of evaluation for health promotion strategies. Develop appropriate outcome measures particular to different strategies
- Recognize the difference between health education and health communication and identify the gaps between a target audience’s knowledge and attitudes about a health issue and the desired knowledge and attitudes.
- Differentiate between models of human behavior including Expectancy theory; Theory of reasoned action; Theory of planned behaviour; PRECEDE/PROCEED; Stages of change, Motivational interviewing. Appl these models to case studies.
- Identify the need and role of market segmentation, target marketing, social marketing, TARPARE, upstream vs. downstream marketing, stakeholders, partner, gatekeepers, role models and opinion leaders in health promotion campaigns.
- Illustrate competency with active communication by writing/rewriting a dialogue that effectively uses active listening skills such as: bridging, inviting clarification with open-ended questions, restating, paraphrasing, and reflecting feeling and meaning.
- Differentiate between goals, strategies, tactics and rhetorical devices in a health promotion campaigns and prescribe the communication style likely to be most effective in promoting health in a particular situation.
- Define the following terms and apply them to strategies aimed at improving health promotion: barriers, predisposing, reinforcing, or enabling health factors, implementation intentions, reactance, relapse, adherence, SMART goals, self-efficacy and self-esteem, stakeholders, partners, gatekeepers, norms, values, social sanctions.
- Identify and explain factors which teach children how to be healthy and help to promote physical activity in childhood.
- Quests (4 @ 10%) 40%
- Assignment 1 20%
- Assignment 2 15%
- Final exam 25%
All reading material will be provided
Department Undergraduate Notes:
It is the responsibility of the student to keep their BPK course outlines if they plan on furthering their education.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN SPRING 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.