Wellness Literacy

General Education Requirements

As part of Appalachian State University's General Education Curriculum, all students are required to complete two semester hours of wellness literacy (WL) coursework. The Physical Education Activity (PEA) program offers a wide variety of academically-rigorous and innovative activity-based courses (PE 1530-1549 and PE 1700-1889) that meet the University's General Education WL requirements.

What is Wellness Literacy?

Wellness Literacy is "the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions" (adapted from USDHHS). The person who is literate in wellness has a strong foundation in science-based health and fitness concepts, selects reliable sources of health and wellness content, and is capable of applying wellness skills.

How is Wellness Literacy developed in PEA Courses?

Fitness Assessments: Students complete a personal fitness assessment.
These assessments provide students quantitative data for each area of health-related fitness (aerobic capacity, muscular endurance, muscular strength, flexibility, and body composition). This data, related national standards, and in class discussions, help the students understand their fitness level for each of the health-related fitness healthy fitness zones. The person fitness assessments also provide students context for understanding the positive and negative effects their lifestyle choices have on their health, wellness, and health-related fitness (the ability to perform work/daily tasks).
Students use the fitness assessments and the goal setting process to diagnose personal fitness and health risk, develop personal wellness goals, design and implement a personal wellness plan, and the journal to continually monitor personal wellness.

Goals/Plan: Students set personal health-related fitness/wellness goals and create an exercise plan to achieve those goals.
Goal setting concepts are covered during class and in written course material.
Students receive faculty feedback on their goals and plan before beginning their journal.
Exercise prescription is part of the goals/plan: FITT-frequency, intensity, time, type.
Students are instructed on the FITT principles, which outline exercise prescription for each area of health-related fitness.

Journals: Students complete fitness journals documenting the execution of their goals/plan.
Health and wellness are complex areas that require understanding and integrating a broad range of concepts. Recording behaviors, activity, choices, and monitoring goals in the journal is where students begin to merge knowledge and action. Students complete journals recording their activity and health/nutrition choices, reflecting on: how routine exercise affects their health, wellness, and health-related fitness; progress toward their goals and improvements in their health-related fitness; challenges and barriers; skill development; and future choices. Students turn in their journals twice for faculty feedback and guidance.

In Class Activity: Students participate in activity in class.
Students receive instruction to build the cognitive, affective, and psychomotor skills necessary for successful participation throughout their lives.
Students build health-related fitness and skills by participating in activity/exercise during class time, as well as directly apply cognitive and affective skills they learn in class and through the cognitive portion of the course.
Students exhibit personal and social responsibility when learning and participating, and are assessed in this area.
Participation in physical activity/exercise in class provides students with authentic, practical, experience with the supporting elements and barriers to success.
Students demonstrate knowledge of the vocabulary, skills, rules, tactics, etiquette, equipment, history, and culture, necessary for participation while participating in course specific activity/exercise during class.
Students’ attendance and meaningful participation in class is required and assessed. 

Skill Assessment: Students learn and practice psychomotor skills in class.
Formative and summative skills assessments are conducted to provide students feedback they can use to improve their physical skills.
Students demonstrate competency in skills/tactics needed to successfully participate by practicing during class and through the skill assessments.

Cognitive Course Specific Knowledge: Students are provided written, video, and web-based information and are assessed on their knowledge.
Students demonstrate knowledge of the vocabulary, skills, rules, tactics, etiquette, equipment, history, and culture, necessary for participation while practicing during class and through in-class instruction, studying course material, and completing written cognitive exams.

Cognitive Wellness/Health Knowledge: Students are provided written, video, and web-based information and are assessed on their knowledge.
The knowledge students gain will improve their ability to assess their personal wellness and make healthy decisions throughout their lives.
The wellness information provided includes: health-related fitness and wellness concepts; disease risk/prevention; nutrition; and mental health concepts.
Maintaining a healthy lifestyle requires daily problem solving, as well as evaluating and applying information to decision making. Students gain the skills necessary through the goal setting and journal process as well as garnering wellness knowledge through the written and in-class instruction portions of these courses-demonstrated through written exam assessments and journals.

 

Wellness Literacy Website

To purchase access to the WL online component of your course visit the University Bookstore or visit https://www.khpcontent.com/

WL Technical Support

If you experience technical difficulties with website such as username and password issues please send your support request online.

PE Activity Course Wellness Literacy Syllabus Information

The on-line WL component of PEA courses is divided into six learning modules. Each module includes:

  • Pre-Test - An assessment designed to benchmark your pre-existing knowledge of the subject
  • Key Terms - A list of critical terms and definitions associated with the content of the module
  • Text - The subject in interactive chapter-based format
  • Personal Discovery Assessment (PDA) - An individual lab-based experience that applies the content in a personally relevant manner.
  • Post-Test - The concluding assessment designed to reveal your knowledge upon completion of the module.
ModuleTime to Complete PDAWhen do I complete the modules?
1. Wellness 10130-60 minutesIf this is your 1st PEA course, complete modules 1, 2, and 3.If this is your 3rd PEA course or beyond, verify with your instructor that you have completed modules 1-6.Transfer students must complete 3 modules for each PE ACTV course transferred to Appalachian (up to 6). Students do not need to complete modules more than once.
2. Fitness Management7+ days
3. Nutrition Management7+ days
4. Wellness Revisited30-60 minutesIf this is your 2nd PEA course, complete modules 4, 5, and 6.
5. Weight Management30-60 minutes
6. Stress Management5+ days

For Assistance

Mr. Edgar Peck 
Director, Physical Education Activity Program 
HCC 016 
peckel@appstate.edu
828-262-6330