University Victoria
FACULTY OF EDUCATION
SCHOOL OF EXERCISE SCIENCE, PHYSICAL AND HEALTH EDUCATION
EPHE 142 – Personal Health, Wellness and Potential
Calendar Description
Units: 1.5
Hours: 3-0
An examination of lifestyle behaviours, which have the power to enhance or diminish personal potential.
Current wellness models and motivational theories will be reviewed and applied to wellness planning as
related to personal and professional performance. Topics include physical activity and health; nutrition;
stress management; substance use/abuse; environmental awareness; goal setting; and the process of
decision-making.
A. Course Organization
This course is scheduled Monday and Thursday 8:30 to 9:50 a.m. in the Bob Wright Science Centre
room A104. The course format will include lectures, group discussions, and guest speakers.
B. Textbook
1) Hales, Dianne & Lauzon, Lara. (2013). An Invitation to Health, 3rd Canadian Edition. Nelson
Education, Ltd.
C. Course Overview
1) Purpose of the Course
The primary goal of this course is to assist students in learning about and reflecting upon
personal health and wellness as it relates to personal potential.
2)
Learning Outcomes
During this course students:
• will examine many factors that can enhance and/or diminish personal health, wellness, and
potential by being introduced to topics such as physical activity, nutrition, stress management,
substance use/abuse, environmental awareness, goal setting and decision making.
• will have the opportunity to expand their thinking and awareness of the many dimensions of
personal health and wellness and how it links with human potential through class discussions,
textbook reading, wellness articles and guest presentations.
• will experience ‘putting theory into practice’ by actively participating in an experiential and
research project designed to encourage lifestyle change in one or more areas of personal health
and wellness.
• will experience how self-care can lead to caring about others by participating in a small group
legacy project designed to make a difference in our community.
• will be encouraged to think about how knowledge and practice with regard to personal health,
wellness and potential links to careers in education and the leisure, kinesiology, wellness and
health promotion fields.
D. Course Evaluation
Both the mid-term and final exams, the lifestyle change project and the group community legacy
project will be graded on your ability to demonstrate your understanding and application of health and
wellness theory and information. Assessment includes marks for content, quality of written
expression and critical thinking. Good writing and research skills are expected.
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All assignments and exams must be completed for course credit. Attendance at classes is also
expected. Late assignments will not be accepted unless you are dealing with extenuating
circumstances.
Mid-term
Final Exam
Individual Lifestyle Change Project
Group Legacy Project
Class Participation – 1 minute papers
Total
20%
30%
30%
15%
5%
100%
MID-TERM: (20%)
The mid-term exam will be based on classroom work, readings, guest lectures, and information covered in
our textbook.
FINAL EXAM (30%) Scheduled in final exam period.
The final exam will be based on classroom work, readings, guest lectures and information covered in our
textbook.
INDIVIDUAL LIFESTYLE CHANGE PROJECT (30%).
You are encouraged to begin this project as soon as possible so as to be able to complete this assignment
by the due date. Please note this is a ‘term project’.
This assignment will be graded using the following criteria:
• CONTENT
• QUALITY OF WRITTEN EXPRESSION
• CRITICAL THINKING
15 / 30 marks
7.5 / 30 marks
7.5 / 30 marks
GROUP COMMUNITY LEGACY PROJECT (15%) – Poster Presentation
Groups of 4 to 5 students per group will organize and participate in a community legacy project. A group
poster will be presented in class.
This assignment will be graded using the following criteria:
• CONTENT
• PRESENTATION OF POSTER
• CRITICAL THINKING
7/ 15 marks
3. 5 / 15marks
4.5/ 15 marks
ONE MINUTE PAPERS - (5%)
Throughout the course you will be asked to submit a number of one-minute papers. Five of these oneminute papers written throughout the term will be chosen by the instructor. They will be awarded 1%
each. They reward students who attend classes regularly. No ‘make-up’ opportunities are available.
If you will be away, please leave a note in my mailbox or send an email. Thank you.
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UVic Undergraduate Grading Scale effective May 1, 2012 (excerpt from UVic Calendar).
Passing
Grades
Grade Point
Value
A+
A
AB+
B
BC+
C
D
9
8
7
6
5
4
3
2
1
COM
Excluded
Grade
Failing
Grades
Percentage
90 – 100
85 – 89
80 – 84
77 – 79
73 – 76
70 – 72
65 – 69
60 – 64
50 – 59
E
F
Grade Point
Value
0
0
TBD
0 – 49
N
0
0 – 49
N/X
Excluded
Grade
F/X
Excluded
Grade
Temporary
Grade
Grade Point
Value
INC
N/A
DEF
N/A
INP
N/A
CIC
CTN
N/A
N/A
N/A
Exceptional, outstanding and excellent performance. Normally achieved by a minority of
students. These grades indicate a student who is self-initiating, exceeds expectation and
has an insightful grasp of the subject matter.
Very good, good and solid performance. Normally achieved by the largest number of
students. These grades indicate a good grasp of the subject matter or excellent grasp in
one area balanced with satisfactory grasp in the other area.
Satisfactory, or minimally satisfactory. These grades indicate a satisfactory performance
and knowledge of the subject matter.
Marginal Performance. A student receiving this grade demonstrated a superficial grasp
of the subject matter.
Complete (pass). Used only for 0-unit courses and those credit courses designated by the
Senate. Such courses are identified in the course listings.
Percentage
Percentage
Description
Conditional supplemental.
Unsatisfactory performance. Wrote final examination and completed course
requirements; no supplemental.
Did not write examination or complete course requirements by the end of term or
session; no supplemental.
Did not complete course requirements by the end of the term; no supplemental. Used
only for co-op work terms and for courses designated by Senate. Such courses are
identified in the course listings. The grade is EXCLUDED from the calculation of all
grade point averages.
Unsatisfactory performance. Completed course requirements; no supplemental. Used
only for co-op work terms and for courses designated by Senate. Such courses are
identified in the course listings. The grade is EXCLUDED from the calculation of all
grade point averages.
Description
Incomplete. Used only for those credit courses designated by the Senate, to be replaced
with a final grade by June 1. Such courses are identified in the course listings.
Deferred status granted. Used only when deferred status has been granted because of
illness, an accident or family affliction. See Deferred Status, page 36.
In Progress. Used only for courses designated by Senate, to be replaced with a final
grade by the end of the next Winter Session except for TIED courses (identified in the
Calendar). In TIED courses the INP must be replaced with a final grade by the end of
the subsequent term (including Summer Session) or, where a co-op Work Term
intervenes, within eight months. If a student fails to complete the second course of a
TIED course sequence, then the final grade will be N.
Co-op Interrupted Course. See Co-op Regulations (14), page 46.
The CTN designation will appear on student transcripts at mid-point through the course
or at the end of the first academic term (Sept-Dec). On completion of the course, the
designation will be replaced with a final grade.
Note
Grade
AEG
Description
N/A
Aegrotat. Transcript notation accompanying a letter grade, assigned where documented
illness or similar affliction affected the student's performance or prevented completion of
all course work.
*These percentage ranges are standardized and will be used by all instructors in determining letter grades effective May 2012. The
percentage is not recorded on the student academic record or displayed on the student official transcript; the official 9 point grading system
and letter grades are displayed on the academic record and official transcript.
The University Senate has approved transition from the 9 point grading system to a percentage grading system and the implementation is
planned to take effect May 2014.
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E. Academic Integrity
Students are requested to read and be familiar with the University of Victoria policy on academic
integrity, pages 31 – 33 in the University of Victoria’s Undergraduate Calendar or accessed at
http://web.uvic.ca/calendar2005/FACS/UnIn/UARe/PoAcI.html
COURSE SCHEDULE
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Welcome to EPHE 142
Chapter 1 – An Invitation to Health and Wellness
Chapter 1 - continued
Prochaska’s Stages of Change / Lifestyle Change
Video – Mark Allen
Chapter 4 – Physical Activity for Fitness and Health
Chapter 2 – Personal Stress Management
Chapter 3 – Psychological Health
Personal Potential Story: Guest TBA
Nutrition video
Chapter 5 – Personal Nutrition
Chapter 6 – Healthy Eating for Healthy Living
Mid-term exam
Thanksgiving – No Class
Chapter 7 – Personal Relationships and Sexuality
Personal Potential Story: Guest TBA
Chapter 17 The Spirit of Health and Wellness
Panel Discussion – Multi-faith Services
Group legacy project planning day
Through The Blue Lens - DVD
Chapter 11 – Drug Use, Misuse and Abuse (worksheet)
Chapter 12 – Alcohol and Tobacco Use, Misuse, and Abuse
(worksheet)
Video – The Honour of All
Group Legacy Project Class presentation
Personal Potential Story: Guest TBA
Chance, Choice and Decision Making
Reading Break – no class
Chapter 13 – Traditional and Complementary Health
Care Approaches
Body Image and the Media
Video – Silent Spring, Rachel Carson
Chapter 16 – Working Toward a Healthy Environment
Personal Potential Story: Guest
Exam review, course evaluations
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