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This course is designed to assist students explore and apply models of Health Education and promotion in a food and nutrition and physical activity context. Students will examine the historical development of food and nutrition and physical activity education and develop knowledge of current pedagogical practices. The determinants of health that influence food choices and physical activity levels will be explored. Students will also explore and critique a wide range of strategies, currently being utilised
1. Identify, discuss and critically analyse current pedagogical practices in relation to food choices and physical activity.2. Apply national and international research to current food and nutrition and physical activity education and promotion practices.3. Develop critical thinking skills around health inequities and the determinants of health that influence people’s food choices and physical activity levels.4. Identify and critically analyse current health education strategies utilised to address barriers to nutritious food choices and physical activity.5. Develop a foundational level of knowledge, understanding and skills necessary to enhance the food choices and physical activity levels of a population.
HLED121, HLED122
Penni Cushman
Whitfield, E., Samuel, F., Aiolupotea, K., Curran, K., Nesus, C., Storry, G., Wehipeihana, N; Healthy eating in New Zealand families and whanau ; TNS, Auckland, New Zealand, 2007.
Course ReadingsClelland, T., Cushman, P., and Hawkins, J. (2013) Challenges of parental involvement within a health promoting school framework in New Zealand. Education Research International. doi.org/10.1155/2013/131636Craig, C., Tudor-Locke, C., and Bauman, A. (2007). Twelve-month effects of Canada on the move: a population wide campaign to promote pedometer use and walking. Health Education Research 22 (3) 406-413. Cushman, P. and Clelland, T. (2012) Addressing health issues in New Zealand schools. International Journal of Health Promotion and Education 50(4): 159-168.http://dx.doi.org/10.1080/14635240.2012.702504. (Journal Article). Doak, C., Visscher, T., Renders, C., and Seidell, J. (2006). The prevention of overweight and obesity in children and adolescents: a review of interventions and programmes. Obesity Review, 7,1, 111-36.Maes L., Van Cauwenberghe, E., Van Lippevelde, W., Spittaels, H., De Pauw, E., Oppert, J., Van Lenthe, F., Brug, J., and De Bourdeaudhuij, I. (2011). Effectiveness of workplace interventions in Europe promoting healthy eating : a systematic review. European Journal of Public Health 22 (5), 677-682.Nothwehr, F. and Yang, J, (2007). Goal setting frequency and the use of behavioral strategies related to diet and physical activity. Health Education Research 22(4), 532-538. Robroek, S., Polinder, S., Bredt, F. and Bundorf, A. (2012) Cost-effectiveness of a long-term internet-delivered worksite health promotion programme on physical activity and nutrition: a cluster randomised controlled trial. Health Education Research 27(3), 399-410. Rowe, F., Stewart, D. & Somerset, S. (2010). Nutrition education: Towards a whole school approach. Health Education, Vol. 110 (3) 197-208.Spittaels, H., De Bourdeaudhuij, I., Brug, J. and Vandelanotte, C. (2007) Effectiveness of an on-line computer-tailored physical activity intervention in a real-life setting. Health Education Research 22(3) 385-396. Utter, J., Scragg, R., Percival, T. and Beaglehole, R. (2009) School is back in New Zealand - and so is the junk food. NZ Medical Journal. 122, 1290.
Library portalhttp://learn.canterbury.ac.nz
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Assessment items will be given a mark, and final grades will be calculated and reported using the UC Common Grading Scale. Grade GPA MarksA+ 9 90 – 100A 8 85 – 89A- 7 80 – 84B+ 6 75 – 79B 5 70 – 74B- 4 65 – 69C+ 3 60 – 64C 2 55 – 59C- 1 50 – 54D 0 40 – 49E -1 0 – 39Student's final grades will be determined by adding the marks awarded for each assignment.
Attendance at class sessions is expected throughout the course. Students must attend and participate in the course sufficiently to meet the learning outcomes.
Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to teaching staff about the relevance and validity of what has been learned as well as the quality of course delivery.
Departmental quality assurance for all courses on a rotational basis.
Work handed in after the due date with no extension granted is considered late. Late work will not be marked.
Written assignments must be word processed in Times New Roman 12 point font and double-spaced. Assignments should not be presented in clear files. Keep a copy of all assignments.
Under exceptional circumstances (eg illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. There is, however, a limit to the length of time that an extension can be granted and this should be negotiated with the relevant lecturer in the first instance. Extensions will not normally be given for longer than one week from the due date, unless exceptional circumstances prevail. Extensions are not granted automatically to students. Requests for extensions should be emailed to the lecturer at least two days prior to the due date for the assignment. Relevant evidence such as a medical certificate or a letter from a counsellor may be required in order for the lecturer to make a decision about whether or not to grant an extension. A copy of the lecturer’s email confirming the extension (if granted) and any supporting documentation must be attached to and submitted with the assignment. Extensions will not normally be granted because of pressure of university study, eg several pieces of work being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines.
Resubmissions of assignments are not permitted in this course.
Students should refer to Regulation H of the General Course and Examination Regulations.
On Campus Assignments submitted via Learn Students will be expected to submit their assessment via the online assessment system in the Learn (Moodle) class site by 11.55pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
Domestic fee $777.00
International fee $3,563.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
This course will not be offered if fewer than 20 people apply to enrol.
For further information see School of Sport and Physical Education .