Study Guide

Learning outcomes

The student is able to
- understand, based on evidence, sleep's, nutrition's, mental health's and exercise's meaning to health, as well as support and promote the client's functional ability related to these factors
- understand the importance of preventing the risk factors of life style diseases and chronic diseases in promoting health
- plan, implement and evaluate exercise and activity situations as well as compose exercise programs for various customer groups
- understand the social significance of health enhancing physical activity and adapted sports as well as master the use of various tools for promoting health enhancing physical activity and adapted sports

Implementation and methods of teaching

Contact teaching online and on campus. Flipped and functional learning, online working, learning assignments, exercises, teaching and guidance practice, individual and group assignments, study visits

The course is implemented together with the Lahti and Lappeenranta campuses. Practice hours are campus-specific. On both campuses, part of the course is implemented in working life cooperation.

Timing and attendance

The study period is scheduled for weeks 10-20. Online and campus the student presence required.

Absence from campus (illness): Describe how the skills were acquired.
You can participate in working life cooperation after mastering the skills of the training sessions of the course.

Learning material and recommended literature

Used when preparing for teaching and in tasks:

1. Pietilä, A-M. 2010. Health promotion - From theory to action.

2. Physical activity recommendations.2019. UKK institute. (online source)

3. Good treatment recommendations: Exercise and physical activity 2016 and Insomnia 2018 (online source)

4. National recommendations for exercise counseling - implementation, cooperation and evaluation 2021. Exercise and public health publications 389. Also available online.

5. Nordic nutritional recommendations 2023 / Health from food - Finnish nutritional recommendations 2014. (online source)

6. Exercise as medicine. Oppiportti database, online courses

7. Turku, R. 2007. Supporting change. Coaching lifestyle guidance. 2007.

8. Kangasniemi, A. & Kauravaara, K. 2016. Towards change - A value- and acceptance-based approach in promoting exercise and health. Sports and wellness Academy Oy

Working life cooperation

Cooperation with local operators in Lahti and Lappeenranta.

Exam retakes

There is no exam in the course. Competence is verified through assignments.

Learning environment

Network, exercise class, gym, swimming pool, outdoor exercise facilities, partners' exercise facilities, own exercise environments

Student time use and work load

5 credits, i.e. 5x 27h = 135h. 58h contact teaching in Zoom or on campus.

Contents

- Social situation of lifestyle and folk diseases and prevention of risk factors
- Value- and acceptance-based customer guidance and change stage model
- Definitions and social importance of health exercise and applied exercise
- Exercise counseling and exercise service chain
- Consideration of sleep, nutrition, brain health, recovery and exercise in promoting health
- Health promotion tools and the possibilities of technology
- Accessibility an Applied exercise
- Planning, implementation and evaluation of exercise and activity situations and exercise programs for different customer groups

Assessment scale

1-5

Failed (0)

The student does not reach the level one on criterias.

Assessment criteria: level 1 (assessment scale 1–5)

The student uses book information to use exercise, play and activities to preserve and promote health and functional ability. He recognizes the importance of new and previous knowledge (e.g. load physiology and exercise promotion) in order to promote the performance of an individual or a group. The student tries to find out the client's opportunities and challenges on an individual level (exercise, nutrition, recovery, participation) in the planning of guidance. The student is able to realistically evaluate the weaknesses and strengths of the planned activity. The student becomes aware of the importance of health exercise and applied exercise on an individual level. The student can name different tools for promoting healthy exercise. The student knows how to name health and applied exercise practitioners

Assessment criteria: level 3 (assessment scale 1–5)

The student uses book and research information to justify the use of exercise, play and activity in preserving and promoting health and functional ability as a representative of his or her professional field. He knows how to use previous knowledge (e.g. load physiology and promotion of physical activity) and new knowledge, taking into account the needs of his own customer group, in order to promote the performance of an individual or group in a targeted manner. The student investigates and considers the client's opportunities and challenges on an individual level (exercise, nutrition, recovery, participation) and uses the information to implement guidance. The student is able to realistically evaluate the weaknesses and strengths of the planned activity and can present some development perspectives. The student becomes aware of the social importance of health exercise and applied exercise. The student knows how to name / use different tools for promoting healthy physical activity. The student knows how to name health and applied exercise operators.

Assessment criteria: level 5 (assessment scale 1–5)

The student actively utilizes research data to justify the use of exercise, play and activity in preserving and promoting health and functional capacity as a representative of their professional field. He knows how to apply previous knowledge (e.g. load physiology and promotion of physical activity) and new knowledge to meet the needs of his own customer group in order to promote the performance of an individual or group in a targeted manner. The student investigates and considers the client's opportunities and challenges in a wide area (exercise, nutrition, recovery, participation) on an individual and environmental level and uses the information to implement guidance individually. The student is able to realistically evaluate the weaknesses and strengths of the planned activity and can present effective development perspectives. The student has a comprehensive understanding of the social importance of health exercise and applied exercise. The student knows how to name / use different tools for promoting healthy physical activity. The student knows how to name health and applied exercise practitioners regionally and nationally.