Leisure and Health Promotion
Curriculum guideline
Lecture: 4 hours/week
In this course, students engage in a variety of learning activities such as lecture, class discussions, small group work and workshops, community experiences, evaluating research, and student presentations.
- Interdisciplinary approaches
- Tensions between biomedical and social perspectives
- Historical developments from health protection to health promotion
- Lalonde Report, Alma Ata Declaration, and the Ottawa Charter
- Principles of primary health care, health education, health promotion, population health, and health literacy
- Definitions and research evidence for major determinants including socioeconomic status, social support, physical environment and climate change, race and culture, gender and gender identity
- Exploration of other relevant and timely issues, including aging, ability / disability, mental health and addictions, homelessness, and violence
- Links to recreation, leisure, and therapeutic recreation
- Evidence for the connections between risk factors and morbidity and mortality
- Dimensions of stress –physiological, psychological, and cognitive
- Health behaviours and risk behaviours
- Models and approaches to health promotion
- Down-, mid-, and upstream interventions
- Advocacy and policy development
- Therapeutic recreation as a health promotion profession
Upon successful completion of this course, the student will be able to:
- Analyze how health has been conceptualized and measured across different fields of research;
- Examine the major historical developments, debates, and tensions in the fields of health promotion and public health;
- Understand how the determinants of health are commonly understood, measured, and portrayed in relation to current health problems and issues;
- Analyze physical, psychosocial, and spiritual dimensions of stress as a health risk factor;
- Evaluate current health issues in relation to the role and interaction of various determinants;
- Articulate the links between the health determinants framework and models of health promotion and therapeutic recreation;
- Design a health promotion project and an evaluation framework to address one or several social determinants of health.
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. An evaluation schedule is presented at the beginning of the course. This is a graded course.
Typical means of evaluation would include a combination of:
- Testing
- Written assignments
- Presentations
Instructors may use a student’s record of attendance and/or level of active participation in a course as part of a student’s grade performance. Where this occurs, expectations and grade calculations regarding class attendance and participation will be clearly defined in the instructor’s course outline and allowed for in the course curriculum guideline.
This course may have an assignment that has been identified as part of the TR Department Research Framework and therefore the assignment must be passed at a minimum of a C (60%) level in order for a student to achieve a C (60%) final grade in the course. Each course outline will clearly identify these research framework assignments if relevant.
All students in the Therapeutic Recreation program, both diploma and degree students, are required to attain a minimum of 60% (C letter grade) in all courses utilized for credit towards a Diploma and/or Degree in Therapeutic Recreation in order to progress in the program.
Textbooks and materials are to be purchased by students. A list of required readings and materials is provided for students at the beginning of the semester.
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