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

Q: What new element was introduced in the Fitness and Health Promotion (FHP) program at Durham College?

The September 2021 program launch increased emphasis on health promotion and wellness content across four semesters.

Q: How did perceived wellness, motivation, and self-directed learning change as students progressed?

Perceived wellness increased (p<0.05), while self-directed learning readiness decreased (p<0.05) and motivation to learn decreased (p<0.05).

Q: Did the study find links between wellness, learning measures, motivation, and academic success?

No significant correlations were found between wellness, self-directed learning readiness, motivation, and academic success.

Oct 15, 2026

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A study at Durham College launched a revised Fitness and Health Promotion (FHP) program in September 2021, emphasizing health promotion and wellness curriculum. The research tracked how students’ perceived wellness, motivation, and self-directed learning measures changed as they progressed through the program and assessed correlations with academic success. Results showed increased perceived wellness (p<0.05), decreased self-directed learning readiness (p<0.05), and decreased motivation to learn (p<0.05). No significant correlations emerged among wellness, self-directed learning readiness, motivation, and academic success, indicating curriculum improvements are needed to strengthen readiness and motivation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Program launch and wellness curriculum

Context: student stress, sedentary behavior, and health outcomes

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 15 | Issue 3 | Article 7 | | --- | --- | | Winter 12-31-2024
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
Erin Dancey
Durham College, [erin.dancey@durhamcollege.ca](erin.dancey@durhamcollege.ca)[ ](erin.dancey@durhamcollege.ca)Heather Harrison
Durham College, [heather.harrison@durhamcollege.ca](heather.harrison@durhamcollege.ca)[ ](heather.harrison@durhamcollege.ca)[Michael Williams-Bell](Michael Williams-Bell)
Durham College, [michael.williams-bell@durhamcollege.ca](michael.williams-bell@durhamcollege.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2024.3.16638](https://doi.org/10.5206/cjsotlrcacea.2024.3.16638) | | Recommended Citation Dancey, E., Harrison, H., & Williams-Bell, M. (2024) . 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. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3). [https://doi.org/10.5206/cjsotlrcacea.2024.3.16638](https://doi.org/10.5206/cjsotlrcacea.2024.3.16638) 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 Abstract 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. En septembre 2021, le Collège Durham a lancé un nouveau programme d'études en promotion de lasanté et de l'activité physique qui met davantage l'accent sur la promotion de la santé et le programmed'études sur le bien-être. La présente étude porte sur l'évolution de la perception du bien-être, de la motivation et des mesures d'apprentissage autonome au fur et à mesure que les étudiants et les étudiantes progressent dans le nouveau programme de promotion de la santé et de l’activité physique et examine les corrélations entre la perception du bien-être, la motivation, les mesures d'apprentissage autonome et la réussite scolaire. Au fur et à mesure que les étudiants et les étudiantes progressent dans le programme, on observe une augmentation de la perception du bien-être (p<0,05), une diminution de l'aptitude à l'apprentissage autonome (p<0,05) et une diminution de la motivation à apprendre (p<0,05) . Il n'y avait pas de corrélation significative entre le bien-être, l'aptitude à l'apprentissage autonome, la motivation et la réussite scolaire. Ces résultats suggèrent que le curriculum de notre programme devrait être amélioré pour augmenter la préparation à l'apprentissage autonome et la motivation de nos étudiants et de nos étudiantes. Parmi les approches possibles pour combler le fossé, on peut citer l'accent mis sur l'apprentissage par problèmes et u

FAQs

What new element was introduced in the Fitness and Health Promotion (FHP) program at Durham College?

The September 2021 program launch increased emphasis on health promotion and wellness content across four semesters.

How did perceived wellness, motivation, and self-directed learning change as students progressed?

Perceived wellness increased (p<0.05), while self-directed learning readiness decreased (p<0.05) and motivation to learn decreased (p<0.05).

Did the study find links between wellness, learning measures, motivation, and academic success?

No significant correlations were found between wellness, self-directed learning readiness, motivation, and academic success.

Oct 15, 2026

Upload by Alexandar