| Effective Term: | 2026/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Health and Physical Activity Promotion |
| Unit ID: | HEALT1706 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 069999 |
| Other Change: | |
| Brief description of the Unit |
This unit enables students to better understand the health status of Australians through examining various National health issues, including physical activity participation, and health indicators. Students will look at past and present health promotion and physical activity programs that have been implemented to address local, state and national health and wellbeing concerns. They will also learn about the process of promoting health and physical activity, including the basics of a needs analysis, program planning, implementation and evaluation. A major focus throughout this unit is the examination of health and physical activity promotion from multiple perspectives. Not only will students need to understand basic information but also be able to critically analyse issues through a socio-critical lens using a determinants approach. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify and describe the biological, lifestyle/behavioural and social determinants that influence health; including primary, secondary, tertiary, modifiable and non-modifiable aspects. |
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| K2. | Describe the epidemiological evidence supporting the role of exercise and physical activity participation and sedentary behaviour in the prevention of lifestyle-related diseases; as well as the effects that they have on these diseases and the dose-response relationship. |
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| K3. | Describe the indicators for health (e.g. blood lipids; blood pressure; blood glucose; and body composition levels) and explain the relationship between body composition, and risk factors for diseases such as cancer, cardiovascular disease, diabetes and hypertension. |
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| K4. | Evaluate the evidence related to exercise and the mental wellbeing of individuals and groups. |
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| K5. | Discuss the economic impact of participation in physical activity and sedentary behavoiur and the cost effectiveness of various programs (e.g. government, community, corporate or private programs). |
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| K6. | Describe the roles of Exercise Scientists within the Australian health system and health promotion. |
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| Skills: |
| S1. | Communicate effectively in written, oral and visual forms. |
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| S2. | Examine and reflect critically on the range of factors that influence health, physical activity participation, and sedentary behaviour. |
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| S3. | Critically analyse evidence to justify and/or evaluate the design of programs aimed at improving health and physical activity participation of individuals and communities. |
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| S4. | Demonstrate the ability to effectively communicate, interact and work with others. |
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| Application of knowledge and skills: |
| A1. | Promote improved health and physical activity levels. |
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| A2. | Apply best practice principles to recommend appropriate levels of physical activity for populations and sub-groups. |
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| A3. | Investigate population and individual needs for health & physical activity within a broader social context; taking into consideration the social determinants of health and the health system. |
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| Unit Content: |
- Australia's health and health care system and the role of exercise and sports sciences.
- Definition and indicators of health;
- Determinants of health;
- Risk factors for lifestyle related diseases incl. primary, secondary, tertiary, modifiable, non-modifiable;
- The relationship between physical activity, sedentary behaviour and health; and best practice principles for physical activity;
- Economic impact of physical activity and sedentary behvaiour;
- Analysing health and physical activity needs for specific groups;
- Applying evidence and guidelines to design health and physical activity programs;
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, K4, K5, K6, S1, S2, S3, S4, A1, A2, A3 |
Active engagement with all unit content to complete formative assessments. |
Engagement (and where required attendance) required to satisfy ongoing formative assessments. |
Satisfactory/Unsatisfactory |
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| 2. |
K1, K2, K3, K4, K6, S1, A1 |
Develop an informative poster on the importance of physical activity and/or sedentary behaviour on health, the impact of social determinants and role of exercise and sport science in promotion of health |
Poster |
20-30% |
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| 3. |
K1, K2, K4, K5, S1, S2, S3, A3 |
Research a current health issue related to an exercise, physical activity promotion or sedentary behaviour and critically analyse the program. |
Critical analysis report |
20-30% |
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| 4. |
K1, K2, K5, S1, S2, S3, S4, A1, A2, A3 |
Development of a video presentation that promotes health and physical activity levels or reduces sedentary behaviour to specific population groups. |
Group presentation (Asynchronous) |
30-50% |
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