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Health Education and Health Promotion
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:18.06.2024 11:18:27
| Study Course Information | |||||||||
| Course Code: | LSPA_210 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.67 | ECTS: | 4.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Pedagogy; Sports Trainer | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Zinta Galeja | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 24 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 7 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 14 | ||||
| Total Contact Hours | 24 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 24 | ||||||||
| Part-Time - Semester No.2 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 7 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 14 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Management of Educational Institution, Theory of Sport, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Biomechanics and Ergonomics, General and Physical Activity Biochemistry, Quantitative Research in Sport and Health Education, Nutrition, Pre-School Sport Paedagogy, General and Age-Specific Physiology, Physiology of Physical Activities, Human Anatomy and Dynamic Anatomy, Environmental Health, Health Promoting Physical Activities, Foundations and Methodology of Basketball, Foundations and Methodology of Volleyball, Foundations and Methodology of Football, Foundations and Methodology of Floorball, Foundations and Methodology of Handball, Foundations and Methodology of Track and Field Exercises, Foundations and Methodology of Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Self-Defence, Foundations and Methodology of Track and Field, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Sport Medicine, Professional Communication and Terminology I (English, German, Russian), Professional Communication and Terminology II (English, German, Russian), Professional Ethics, Teacher’s Placement I, II, III. | ||||||||
| Objective: | To acquire competence to promote health in an educational institution: to know theoretical models of health promotion and education and how they are applied in practice – in the study process and extracurricular work. To know different approaches to implementing health education. To understand education on healthy lifestyle and environment in maintaining health. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Factors affecting health. Role of lifestyle or habits affecting health in maintaining health. Analysis of factors affecting health. | Lectures | 1.00 | auditorium | |||||
| 2 | Factors determining health behaviour, behaviour change theories (health confidence, conscious behaviour, planned behaviour, social learning). Using theories in practice. Analysis of theoretical models promoting health. | Lectures | 1.00 | auditorium | |||||
| 3 | Health literacy, importance and development of literacy. Health competence. | Lectures | 2.00 | auditorium | |||||
| 4 | Conceptual matters of health promotion. | Lectures | 1.00 | auditorium | |||||
| 5 | Public health. Promoting health as part of public health. Place of health education in health promotion and disease prevention. | Lectures | 1.00 | auditorium | |||||
| 6 | Use of health promotion theoretical models in the study process. | Classes | 2.00 | auditorium | |||||
| 7 | Health promotion opportunities and courses of action in an educational institution. A health promoting educational institution environment. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | Promoting health in the study process, extracurricular, out-of-school health promoting measures. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 9 | Health promoting educational institution. Health promoting school project. | Lectures | 1.00 | auditorium | |||||
| 10 | Health promoting projects in educational institutions. | Lectures | 1.00 | auditorium | |||||
| 11 | Development of health promotion projects, development of assessment criteria. | Classes | 2.00 | auditorium | |||||
| 12 | Presentation of health promoting projects. | Classes | 1.00 | auditorium | |||||
| 13 | Terms used in health education. Purpose and role of health education in maintaining individual and public health. | Lectures | 1.00 | auditorium | |||||
| 14 | Teacher’s competence for the implementation of health education. | Lectures | 1.00 | auditorium | |||||
| 15 | Content and learning outcomes of health education in the field of Health and Physical Activity in basic education and Health, Safety and Physical Activity in secondary education. Analysis of content and learning outcomes of health and physical activity studies. | Classes | 1.00 | auditorium | |||||
| 16 | Planning of study content and methodology according to learning outcomes. Drawing up a lesson plan. Selection of methodological study materials and aids. | Lectures | 1.00 | auditorium | |||||
| 17 | Study methods for developing the cognitive (knowledge and thinking) and practical (performance of activities) component of health competence. Choice and selection of study methods for developing the cognitive and practical component of health competence | Classes | 2.00 | auditorium | |||||
| 18 | Learning environment, respecting confidentiality and privacy principles when learning health matters. | Classes | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Factors affecting health. Role of lifestyle or habits affecting health in maintaining health. Analysis of factors affecting health. | Lectures | 1.00 | auditorium | |||||
| 2 | Factors determining health behaviour, behaviour change theories (health confidence, conscious behaviour, planned behaviour, social learning). Using theories in practice. Analysis of theoretical models promoting health. | Lectures | 1.00 | auditorium | |||||
| 3 | Health literacy, importance and development of literacy. Health competence. | Lectures | 2.00 | auditorium | |||||
| 4 | Conceptual matters of health promotion. | Lectures | 1.00 | auditorium | |||||
| 5 | Public health. Promoting health as part of public health. Place of health education in health promotion and disease prevention. | Lectures | 1.00 | auditorium | |||||
| 6 | Use of health promotion theoretical models in the study process. | Classes | 2.00 | auditorium | |||||
| 7 | Health promotion opportunities and courses of action in an educational institution. A health promoting educational institution environment. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | Promoting health in the study process, extracurricular, out-of-school health promoting measures. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 9 | Health promoting educational institution. Health promoting school project. | Lectures | 1.00 | auditorium | |||||
| 10 | Health promoting projects in educational institutions. | Lectures | 1.00 | auditorium | |||||
| 11 | Development of health promotion projects, development of assessment criteria. | Classes | 2.00 | auditorium | |||||
| 12 | Presentation of health promoting projects. | Classes | 1.00 | auditorium | |||||
| 13 | Terms used in health education. Purpose and role of health education in maintaining individual and public health. | Lectures | 1.00 | auditorium | |||||
| 14 | Teacher’s competence for the implementation of health education. | Lectures | 1.00 | auditorium | |||||
| 15 | Content and learning outcomes of health education in the field of Health and Physical Activity in basic education and Health, Safety and Physical Activity in secondary education. Analysis of content and learning outcomes of health and physical activity studies. | Classes | 1.00 | auditorium | |||||
| 16 | Planning of study content and methodology according to learning outcomes. Drawing up a lesson plan. Selection of methodological study materials and aids. | Lectures | 1.00 | auditorium | |||||
| 17 | Study methods for developing the cognitive (knowledge and thinking) and practical (performance of activities) component of health competence. Choice and selection of study methods for developing the cognitive and practical component of health competence | Classes | 2.00 | auditorium | |||||
| 18 | Learning environment, respecting confidentiality and privacy principles when learning health matters. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | During studies, students, using lecture materials and various other sources of information, perform independent work and present at seminars on: 1. Analysis of factors affecting health. 2. Analysis of theoretical models promoting health. 3. Health promotion opportunities in an educational institution. 4. Choice and selection of study methods in the field of health and physical activity. 5. Selection of lesson plans and study aids. 6. Health promoting projects for an educational institution. The final examination is an oral presentation and defence of the work portfolio. | ||||||||
| Assessment Criteria: | The final assessment of the study course is determined by the average assessment of the examinations and the final examination. Examinations: 1. Independent learning: analysis of factors affecting health (Iw) – 5% 2. Independent learning: analysis of theoretical models promoting health (S) – 5% 3. Independent learning: analysis of content and learning outcomes of health and physical activity studies (S) – 5% 4. Independent learning (S): health promotion opportunities in an educational institution – 5% 5. Independent learning: choice and selection of study methods for developing the cognitive and practical component of health competence (Iw, S) – 5% 6. Independent learning: selection of methodological study materials and aids (Iw) – 5% 7. Independent learning: drawing up a lesson plan (Iw) – 15% 8. Independent learning: development and presentation of a health promoting project (Iw, S) – 25% 9. Final examination: presentation of the work portfolio – 30% | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Knows the curriculum in the field of health and physical activity. 2. Understands and evaluates the importance of factors affecting health, lifestyle choices, as well as the importance of a health-promoting educational environment. 3. Knows health-promoting theoretical models. 4. Knows the forms and methods of organising health promotion and educational training for ensuring a meaningful learning process and extracurricular work. 5. Knows the approaches to assessing the learning outcomes in the process of implementation of health promotion, techniques for involvement of pupils in assessment. | ||||||||
| Skills: | 6. Develops a health-promoting project, models a health education lesson. 7. Selects study strategies, forms of organisation, methods according to the content of the field of health and physical activity, learning outcomes, promotion of pupils’ self-directed learning. 8. Adapts situations close to life to be used in the health promotion and education process. 9. Selects purposefully and adapts methodological materials and aids available on a digital platform to pupils’ learning needs for ensuring health literacy. 10. Exploits technology opportunities to ensure pupils’ research, digital tools for assessment and feedback. | ||||||||
| Competencies: | 11. Plans health promotion and education work at school. Demonstrates health literacy. 12. Demonstrates pedagogical skills by modelling a health-promoting project, a lesson. 13. Creates, structures a self-assessment work portfolio by selecting and summarising materials in the study process. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Mācīšanās lietpratībai (2018). Kolektīvā monogrāfija. LU Akadēmiskais apgāds, 263lpp. | ||||||||
| 2 | 2. Glanz, K., Rimer, B., K., & Viswanath, K. (2008), Health Behavior and Helth Education.Theory, Research and Practice. 4th Edition. Published by Jossey-Bass, 590. | ||||||||
| 3 | 3. Lynch, T., & Soukup, G. (2009). Physical education, “health and physical education”, “physical literacy” and “health literacy”: Global nomenclature confusion. | ||||||||
| 4 | 4. Golubeva, A., & Puškarevs, I. (2008). Veselības veicināšana skolā. Mācību līdzeklis. LU Akadēmiskais apgāds, 93.lpp. | ||||||||
| 5 | 5. Veselību veicinoša skola. Nacionālais veselību veicinošo skolu tīkls. (2016). Rīga: Slimību profilakses un kontroles centrs | ||||||||
| Additional Reading | |||||||||
| 1 | 1. Health Literacy. | ||||||||
| 2 | 3. Redfern, A. (2015). The essential guide to classroom practice. Routledge, 224p. | ||||||||
| 3 | 4. Rubana, I., M. (2004). Mācīties darot. R:Raka, 262 lpp. | ||||||||
| Other Information Sources | |||||||||
| 1 | Health Education | ||||||||
| 2 | 1. Health education journal. | ||||||||
| 3 | 2. Health education and behavior. | ||||||||
| 4 | 3. International journal of health promotin and education. | ||||||||
