Module ILA-4010:
Move More Sit Less: Leading by Example
Module Facts
Run by School of Medical and Health Sciences
10.000 Credits or 5.000 ECTS Credits
Semester 2
Organiser: Dr Jamie Macdonald
Overall aims and purpose
This module aims to equip you to be kind to yourself and better manage your own health and well-being. By going on a journey of self-discovery, you will learn more about your own physiological and psychological health and ways in which it can be enhanced. After implementing a healthier lifestyle intervention on yourself and in others around you in a health setting, you will have an increased appreciation of the challenges of inducing behaviour change in society.
Course content
A residential will provide opportunities to allow you to evaluate your own health and well-being, using physiological and psychological outcome assessments. This baseline information will be used to complete a needs assessment on yourself. Your own needs assessment will inform a case study where you will implement an intervention on yourself.
A lecture series will then provide an understanding of the main concepts of sport and exercise science and how these concepts can be applied to achieve a healthier lifestyle. These lectures will give specific guidance on how to enhance your own health and well-being, and how to apply these skills to others in a health setting. Each lecture will be accompanied by a reading list accessible through the University library.
Assessments will enable you to evidence your knowledge in a case study focusing on how you have ‘moved more and sat less’ in your own life. You will then implement your knowledge through an intervention completed on others and produce a report on how you have led them to adopt a more physically active lifestyle.
Assessment Criteria
threshold
• Limited insight of sport and exercise science concepts of relevance to adopting healthy lifestyle • Some progression through the steps of behaviour change to a healthier lifestyle • Some awareness of behaviour change theory • Understanding of the main concepts, but with factual errors in non-core concepts • Limited analysis showing only obvious points of evaluation and links between ideas • Highly limited originality in approach, interpretation, and/or voice • Highly limited evidence of independent research • Arguments presented but lack coherence with evidence for only some claims • Focused but with some irrelevant material and weaknesses in structure • Acceptable presentation with appropriate expression • Attempt at correct format and appropriate referencing style
excellent
• Excellent knowledge of sport and exercise science concepts of relevance to adopting healthy lifestyle • Excellent progression through the steps of behaviour change to a healthier lifestyle • Excellent awareness of behaviour change theory • Detailed understanding with no factual errors • Critical analysis showing evaluation and synthesis of ideas • Originality in approach, interpretation, and/or voice • Extensive independent research • Logically defended arguments with evidence for all claims • Highly focused and well structured • Excellent presentation with accurate and appropriate expression • Correct format and appropriate referencing style
good
• Good knowledge of sport and exercise science concepts of relevance to adopting healthy lifestyles
• Good progression through the steps of behaviour change to a healthier lifestyle
• Good awareness of behaviour change theory
• Clear understanding and mostly free of factual errors
• Some analysis showing critical evaluation and links between ideas
• Some originality in approach, interpretation, and/or voice
• Some independent research
• Coherent arguments with evidence for most claims
• Focused and well structured
• Good presentation with accurate and appropriate expression
• Mostly correct format and appropriate referencing style
Learning outcomes
-
Propose a more effective behaviour change approach to enhance physical activity and a healthy lifestyle in others
-
Defend adoption of a physically active lifestyle, summarising the benefits, risks, and limitations of such lifestyle choices.
-
Demonstrate an understanding of health and wellbeing in the management of your own activities.
Assessment Methods
Type | Name | Description | Weight |
---|---|---|---|
Case Study | 40.00 | ||
Report | 60.00 |
Teaching and Learning Strategy
Hours | ||
---|---|---|
Practical classes and workshops | Residential: Students will travel as a cohort to stay in a specific location which lends itself to the activities being considered in the assessments. There will be approximately ten hours of workshops and practical activities during the course of the residential. |
10 |
Lecture | 10hrs of pre-recorded lectures available for on-demand access |
10 |
Private study | 80hrs of independent study to complete associated readings and produce assessments |
80 |
Transferable skills
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Develop inclusive, equitable, and sustainable approaches for promoting health and wellbeing.
Resources
Resource implications for students
A residential course in North Wales
Talis Reading list
http://readinglists.bangor.ac.uk/modules/ila-4010.htmlReading list
Franklin, B. A., Brinks, J., & Sternburgh, L. (2010). Move more, sit less: a first‐line, public health preventive strategy?. Preventive cardiology, 13(4), 203.