Overview
In this unit you will explore your own lifestyle behaviours as well as those of others. You will consider how lifestyle behaviours and culture impact on health outcomes and consider how lifestyle behaviours are developed and reinforced. You will explore the knowledge, attitudes and values that influence lifestyle behaviours of individuals, communities and populations and interventions that could delay the onset of potential health problems across the lifespan. As part of this exploration, you will learn to undertake basic health indicator measurements and consider how these relate to lifestyles.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback via the unit evaluation
"Make weekly discussions mandatory. This way the weekly readings are compulsory and students can get more out of such valuable information."
Discussion on the forums were much higher this term compared to previous terms due to the addition of new learning supports and critical questions each week - these will be kept for next term. An online quiz covering the weekly topics will replace one of the written assessment tasks to encourage completion of the weekly readings.
- Explain how lifestyle behaviours and culture can have positive and negative impacts on health outcomes
- Undertake basic health indicator measurements and explain how these relate to lifestyle
- Explain how lifestyle behaviours are developed and reinforced
- Discuss how to delay the onset of potential health problems and reduce health risk factors across the lifespan
- Explain knowledge, attitudes and values used to influence lifestyle behaviours in individuals, communities and populations
- Critically reflect on own experience of changing lifestyle behaviour.
Not applicable.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 50% | ||||||
| 2 - Portfolio - 30% | ||||||
| 3 - Online Quiz(zes) - 20% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 50% | ||||||||||
| 2 - Portfolio - 30% | ||||||||||
| 3 - Online Quiz(zes) - 20% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
a.oorloff@cqu.edu.au
Module/Topic
Introduction to Wellness
Chapter
Events and Submissions/Topic
Module/Topic
The Basics of Behaviour Change
Chapter
Events and Submissions/Topic
Module/Topic
Introduction to Physical Activity and Exercise
Chapter
Events and Submissions/Topic
SMART goal is due Friday 27th March
Module/Topic
Cardiovascular Fitness
Chapter
Events and Submissions/Topic
Module/Topic
Muscular Fitness
Chapter
Events and Submissions/Topic
Module/Topic
Vacation week
Chapter
Events and Submissions/Topic
Module/Topic
Nutrition for Wellness
Chapter
Events and Submissions/Topic
Module/Topic
Introduction to Healthy Weight
Chapter
Events and Submissions/Topic
Quiz 1 opens Monday 27th April, closes Friday 1st May
Module/Topic
Psychological Wellbeing
Chapter
Events and Submissions/Topic
Module/Topic
Healthy Sexuality
Chapter
Events and Submissions/Topic
Module/Topic
Emotional and Intellectual Wellness
Chapter
Events and Submissions/Topic
Module/Topic
Substance Use and Misuse
Chapter
Events and Submissions/Topic
Quiz 2 opens Monday 25th May, closes Friday 29th May
Module/Topic
Lifestyle Related Disease
Chapter
Events and Submissions/Topic
Reflective Essay due Monday 1st June
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Part A - SMART goal ( 10%)
Students are required to complete the Wellness Survey template which can be found on the Moodle site. As part of this template, they will be expected to develop their own wellness profile and to set a SMART goal to achieve during Term 1. This assessment will provide the basis for the reflective essay.
Part B - Reflective Essay (40%)
Write a reflective essay which considers your own attitudes to health and wellness and also your personal experience of modifying the lifestyle behaviour chosen for Part A of this assessment. Consider the challenges of health related behaviour change and compare your experiences with the health promotion literature (eg health promotion articles from peer reviewed journals).
Part A (SMART goal) due Friday 27th March, Part B (Reflective Essay) due Monday 1st June
2 weeks after submission
This assignment will be marked using criterion-referenced assessment.
Part A will be assessed using the following criteria:
- Completion of a personal wellness profile
- Identification of an appropriate SMART goal to achieve throughout the term.
Part B will be marked according to the following criteria:
- Essay writing skills and presentation
- Self reflection on attitudes to health and wellbeing
- Self reflection on experience of changing a health behaviour
- Ability to incorporate literature on lifestyle behaviour into discussions.
For more detailed marking criteria, refer to Moodle site.
- Explain how lifestyle behaviours and culture can have positive and negative impacts on health outcomes
- Undertake basic health indicator measurements and explain how these relate to lifestyle
- Explain how lifestyle behaviours are developed and reinforced
- Explain knowledge, attitudes and values used to influence lifestyle behaviours in individuals, communities and populations
- Critically reflect on own experience of changing lifestyle behaviour.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Online Quiz(zes)
There are two (2) quizzes conducted throughout the term. Each quiz is open-book and contains ten (10) questions. Completion of each quiz is done online. Each quiz contributes a possible 10 marks (10%) towards the final grade for the unit.
Only one attempt is possible on each quiz and once a quiz has closed no further attempts can be made. Late penalties are not applicable and failure to complete a quiz by the close date will result in a mark of zero for that quiz.
Quiz 1 - Opens Monday 27th April and closes Friday 1st May (Week 7)
Quiz 2 - Opens Monday 25th May and closes Friday 29th May (Week 11)
2
Other
See Moodle site
Results of each quiz will be released once the quiz has closed.
No Assessment Criteria
- Explain how lifestyle behaviours are developed and reinforced
- Discuss how to delay the onset of potential health problems and reduce health risk factors across the lifespan
- Problem Solving
- Critical Thinking
- Information Literacy
3 Portfolio
For the purpose of this assessment, you will be expected to create a purposefully selected portfolio of work which will showcase your learning throughout the term.
Students will choose and submit a learning activity from throughout the term that demonstrates the relationship between lifestyles and wellness in regards to:
1. Cultural factors
2. Health indicator measurements; and
3. Development and reinforcement of lifestyle behaviours
Learning activities can include quizzes, excerpts from discussion forums, You Tube clips, journal articles, work book activities etc. Further information is provided on the unit Moodle site.
Review/Exam Week Monday (8 June 2020) 11:45 pm AEST
As this is the final assignment, results will be released with the release of grades for Term 1, 2020.
This portfolio will be marked using criterion-referenced assessment. Portfolios will be marked against the following criteria:
- Clear justification between learning activities and their relationship with lifestyles, wellness and cultural influences
- Clear justification between learning activities and their relationship with lifestyles, wellness and health indicators
- Clear justification between learning activities and their relationship with lifestyles, wellness and development and reinforcement of lifestyle behaviour
- Explain how lifestyle behaviours and culture can have positive and negative impacts on health outcomes
- Undertake basic health indicator measurements and explain how these relate to lifestyle
- Discuss how to delay the onset of potential health problems and reduce health risk factors across the lifespan
- Explain knowledge, attitudes and values used to influence lifestyle behaviours in individuals, communities and populations
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
