Vak: Blue Zones and Healthy Lifestyle credits: 10
- Vakcode
- SKVH22BHL3
- Naam
- Blue Zones and Healthy Lifestyle
- Studiejaar
- 2024-2025
- ECTS credits
- 10
- Taal
- Engels
- Coördinator
- T.T. Toering
- Werkvormen
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- Action learning
- Excursie Internationaal
- Gastcollege
- Hoorcollege
- Probleem gestuurd onderwijs
- Stage, werk
- Werkcollege
- Toetsen
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- Blue zones and Healthy Lifestyle - Portfolio assessment
Leeruitkomsten
LILO 1: Identity of the sports professional
The sports professional uses reflection, knowledge and the experiences of others to develop their own professional identity in an inquisitive, enterprising and systematic manner, and so contributes to their own development, other professionals' development and the development of their field of study.
LILO 2: Research and development
The sports professional is inquisitive when it comes to sport and exercise. They work methodically and take a healthy interest in innovations in the industry. They ask questions, analyse and interpret research results and conduct applied and design-based research. They use the knowledge and insights they have gained to develop appropriate sports and exercise products, establish new processes and create an impact on professional practice in doing so.
LILO 3: Coordination, positioning and supervision
The sports professional coordinates, positions and supervises projects and programmes that promote sport and exercise. The sports professional initiates these projects and implements these exercise programmes, and in doing so is able to implement, coordinate or supervise at the strategic and tactical levels, depending on what the situation requires.
LILO 4: Leadership, management and organisation
Within a given context, the sports professional independently manages and organises proper business operations and the proper performance of duties, and shows an enterprising attitude while doing so.
LILO 5: Evaluation and advice
The sports professional independently develops, advises on, implements and evaluates sports and exercise strategies and policies. The sports professional independently manages the policy cycle with a view to safeguarding and developing the continuity and quality of the sports and exercise products as well as the organisation itself.
The sports professional uses reflection, knowledge and the experiences of others to develop their own professional identity in an inquisitive, enterprising and systematic manner, and so contributes to their own development, other professionals' development and the development of their field of study.
LILO 2: Research and development
The sports professional is inquisitive when it comes to sport and exercise. They work methodically and take a healthy interest in innovations in the industry. They ask questions, analyse and interpret research results and conduct applied and design-based research. They use the knowledge and insights they have gained to develop appropriate sports and exercise products, establish new processes and create an impact on professional practice in doing so.
LILO 3: Coordination, positioning and supervision
The sports professional coordinates, positions and supervises projects and programmes that promote sport and exercise. The sports professional initiates these projects and implements these exercise programmes, and in doing so is able to implement, coordinate or supervise at the strategic and tactical levels, depending on what the situation requires.
LILO 4: Leadership, management and organisation
Within a given context, the sports professional independently manages and organises proper business operations and the proper performance of duties, and shows an enterprising attitude while doing so.
LILO 5: Evaluation and advice
The sports professional independently develops, advises on, implements and evaluates sports and exercise strategies and policies. The sports professional independently manages the policy cycle with a view to safeguarding and developing the continuity and quality of the sports and exercise products as well as the organisation itself.
Inhoud
The complex world of today consists of an enormous number of challenges and wicked problems. These complex problems are problems that are beyond the scope of any single organisation, both in terms of understanding and response. Additionally, there is often disagreement about the cause of the problems and how to address them. Wicked problems lack clarity in both their aims and solutions and are subject to real-world constraints. This means that risk-free attempts to find a solution are highly unlikely. Within the sport studies program, students will work on challenges and wicked problems and will try to solve a part of the complex issues that exist. The current course will be separated into two parts. Part 1 will consist of the use and collection of conceptual and empirical data. Part 2 consists of developing the sport/health concept/Blue zone.
The Blue Zone/Healthy Lifestyle (BZ/HL) Part 1 is a challenge in which students will work from a multidisciplinary perspective. The students acquire knowledge of and about the field of Healthy Ageing by taking part in a (international) Blue Zone/Healthy lifestyle project. The focus lies on prerequisites and different variables that influence the adoption of a healthy lifestyle (diagnostic research). These will be based on an ecological approach (Sallis 2006) and derived from evidence-informed models, such as the model of Positive Health (Huber 2011).
The following questions need to be answered in Part 1: What are key determinants influencing healthy behaviour? What is the role of sport and movement in healthy behaviour? How does this relate to other determinants? How could healthy behaviour be stimulated using sport and movement? Which target groups can be distinguished and what proven and possible strategies exist to activate these people? After answering these questions, advice is given to enhance and develop the field.
The Blue Zone/Healthy Lifestyle Part 2 is a challenge in which students will work from a multidisciplinary perspective. The student builds further on knowledge and discoveries from BZ/HL part 1; that is, the student takes part in the development and execution of health interventions in Blue Zones, using the knowledge gained in Part 1 to innovate the field. Emphasis will be placed on critical thinking, with the aim of creating impact while working together with different stakeholders from several disciplines.
Students will receive formative feedback for all in between reports delivered and receive 1 grade (summative assessment) at the end.
Level consists of:
The Blue Zone/Healthy Lifestyle (BZ/HL) Part 1 is a challenge in which students will work from a multidisciplinary perspective. The students acquire knowledge of and about the field of Healthy Ageing by taking part in a (international) Blue Zone/Healthy lifestyle project. The focus lies on prerequisites and different variables that influence the adoption of a healthy lifestyle (diagnostic research). These will be based on an ecological approach (Sallis 2006) and derived from evidence-informed models, such as the model of Positive Health (Huber 2011).
The following questions need to be answered in Part 1: What are key determinants influencing healthy behaviour? What is the role of sport and movement in healthy behaviour? How does this relate to other determinants? How could healthy behaviour be stimulated using sport and movement? Which target groups can be distinguished and what proven and possible strategies exist to activate these people? After answering these questions, advice is given to enhance and develop the field.
The Blue Zone/Healthy Lifestyle Part 2 is a challenge in which students will work from a multidisciplinary perspective. The student builds further on knowledge and discoveries from BZ/HL part 1; that is, the student takes part in the development and execution of health interventions in Blue Zones, using the knowledge gained in Part 1 to innovate the field. Emphasis will be placed on critical thinking, with the aim of creating impact while working together with different stakeholders from several disciplines.
Students will receive formative feedback for all in between reports delivered and receive 1 grade (summative assessment) at the end.
Level consists of:
- program-based,
- applying new technology,
- Intervention/program: long-term legacy
Opgenomen in opleiding(en)
School(s)
- Instituut voor Sportstudies