Skip to header Skip to Content Skip to Footer

Lifespan Wellness

Foundation

OVERVIEW:

This document provides a description of the Wellness component of University Studies. In so doing, it differentiates between common component-level student learning outcomes and discipline-specific course-level learning outcomes, offering examples of both types. The goal is to encourage the development of challenging and varied University Studies courses that share common assessable student learning outcomes.

WPA/L 101 Physical Activity and Wellness

PART I: DESCRIPTION AND RATIONALE

This category introduces students to the fundamental concepts and practical experiences associated with the physical, emotional, intellectual, social and spiritual components of wellness. It also promotes behavioral changes to enhance well-being and lifelong maintenance of personal health and fitness.
The course is a wellness intervention that can positively impact virtually every aspect of a student’s life, for a lifetime.

PART II: COMMON STUDENT LEARNING OUTCOMES ALIGNED TO UNIVERSITY STUDIES GOALS

The following are the Common Student Learning Outcomes for Lifetime Wellness. These are aligned with the UNCW Learning Goals. Each course in this category must address all of the Common Student Learning Outcomes for the category, and list these Common SLOs along with course-specific SLOs in the course syllabus. Proposals for inclusion in the category will describe the opportunities which will be provided for students to learn the outcome (readings, class discussion and/or activities, applied projects) and list the specific sources of evidence (exams, papers, projects, quizzes, etc.) that will be used to determine the level of student understanding.

The student will:

  • LW 1. Describe the dimensions of wellness and their influencing factors, and the interrelationships between them. [Foundational Knowledge]
  • LW 2. Develop a wellness plan that applies behavior change strategies to address personal short-term needs and supports long-term multidimensional goals for lifetime healthful living. [Critical Thinking]
  • LW 3. Examine the relationship between thoughts, attitudes, personal choice, and behaviors and the principles of wellness. [Critical Thinking]
  • LW 4. Participate in safe and effective physical activities that promote cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition, and align with the national guidelines. [Foundational Knowledge]
  • LW 5. Acquire and/or enhance the basic motor skills and skill-related competencies used in lifetime physical activities. [Foundational Knowledge]
**The student learning outcomes align with the United States National Physical Activity Plan.

PART III: STUDENT COMPLETION REQUIREMENTS

As part of the Lifetime Wellness requirement (currently fulfilled only by PED 101,) students will be required to participate in physical activity. It is strongly suggested that they visit a medical professional and obtain a physical prior to the beginning of PED 101 . If a student has not previously had a physical within 14 months of the start of class, they may be required to obtain a physical and place it on file with the Student Health Center prior to being allowed to participate in the class. Restrictions placed on participation following a physical, however, will not adversely affect grades.

CATEGORY SPECIFIC GUIDELINES FOR PROPOSERS

  • Proposed courses must contain both a wellness component and a physical activity component.