Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health Professionals

At Durham College in September 2021, a new program of study was launched in Fitness and Health Promotion (FHP) that included an increased focus on health promotion and wellness curriculum. The current study investigated how perceived wellness, motivation, and self-directed learning measures change...

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Main Authors: Erin Dancey, Heather Harrison, Michael Williams-Bell
Format: Article
Language:English
Published: Society for Teaching and Learning in Higher Education 2024-12-01
Series:Canadian Journal for the Scholarship of Teaching and Learning
Subjects:
Online Access:https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/16638
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author Erin Dancey
Heather Harrison
Michael Williams-Bell
author_facet Erin Dancey
Heather Harrison
Michael Williams-Bell
author_sort Erin Dancey
collection DOAJ
description At Durham College in September 2021, a new program of study was launched in Fitness and Health Promotion (FHP) that included an increased focus on health promotion and wellness curriculum. The current study investigated how perceived wellness, motivation, and self-directed learning measures change as students progress through the new FHP program and examined correlations between the perception of wellness, motivation, self-directed learning measures, and academic success. As students progressed through the program there was an increase in perceived wellness (p<0.05), a decrease in self-directed learning readiness (p<0.05), and a decrease in motivation to learn (p<0.05). There were no significant correlations between wellness, self-directed learning readiness, motivation, and academic success. These findings suggest our program curriculum should be improved to increase our students’ self-directed learning readiness and motivation. Possible approaches to bridge the gap may include an emphasis on problem-based learning and a flipped classroom model.
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series Canadian Journal for the Scholarship of Teaching and Learning
spelling doaj-art-d218abdf70244c09bdc9055e848002f92025-01-28T20:30:05ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022024-12-0115310.5206/cjsotlrcacea.2024.3.16638Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health ProfessionalsErin Dancey0https://orcid.org/0009-0009-3861-7309Heather Harrison1https://orcid.org/0009-0004-3792-8432Michael Williams-Bell2Durham CollegeDurham CollegeDurham College At Durham College in September 2021, a new program of study was launched in Fitness and Health Promotion (FHP) that included an increased focus on health promotion and wellness curriculum. The current study investigated how perceived wellness, motivation, and self-directed learning measures change as students progress through the new FHP program and examined correlations between the perception of wellness, motivation, self-directed learning measures, and academic success. As students progressed through the program there was an increase in perceived wellness (p<0.05), a decrease in self-directed learning readiness (p<0.05), and a decrease in motivation to learn (p<0.05). There were no significant correlations between wellness, self-directed learning readiness, motivation, and academic success. These findings suggest our program curriculum should be improved to increase our students’ self-directed learning readiness and motivation. Possible approaches to bridge the gap may include an emphasis on problem-based learning and a flipped classroom model. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/16638wellnessmotivationself-directed learning
spellingShingle Erin Dancey
Heather Harrison
Michael Williams-Bell
Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health Professionals
Canadian Journal for the Scholarship of Teaching and Learning
wellness
motivation
self-directed learning
title Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health Professionals
title_full Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health Professionals
title_fullStr Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health Professionals
title_full_unstemmed Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health Professionals
title_short Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health Professionals
title_sort walk the talk the impact of health promotion and wellness curriculum on wellness motivation learning and academic success in pre service fitness and health professionals
topic wellness
motivation
self-directed learning
url https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/16638
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AT michaelwilliamsbell walkthetalktheimpactofhealthpromotionandwellnesscurriculumonwellnessmotivationlearningandacademicsuccessinpreservicefitnessandhealthprofessionals