1. Find Your Fit ▪ "[W]e increasingly see well-being-focused initiatives rising to the forefront. At the institutional level, we are increasingly seeing universities around the world take on the challenge of moving beyond only measuring outcomes related to academic and career success and expanding the scope of their responsibility to include students’ well-being and their capacity to build lives of vitality, resilience, purpose, and engagement" (rogers & lucas, 2016).

2. Find Your Fit ▪ Angie Wood, Professor and Fitness Coordinator, Department of Athletics, Durham College & UOIT ▪ Jacqueline Towell, Professor and Curriculum Specialist, Centre for Academic and Faculty Enrichment, Durham College

3. OUTCOMES ▪ Review the Find Your Fit course and explore potential ways to use your learning about this general education course at your institution. ▪ Discuss how knowledge and attitudes towards physical activity can help students increase their self-efficacy and resilience to challenging situations. ▪ Review practical examples of active student learning and engagement strategies.

4. AGENDA ▪ Introductions ▪ Overview of the Find your Fit course ▪ Active Learning ▪ Impact on Students ▪ Where do we go from here?

5. ▪ Think about one type of physical activity that you enjoy- something that you are really passionate about! ▪ Prepare a one minute motivator speech. ▪ Pair up with someone and take turns sharing your passion ACITIVITY: GETTING TO KNOW ONE ANOTHER

6. MENTAL HEALTH 10-20% of Canadian youth affected by mental health 3.2 million youth at risk of developing Depression Suicide second leading cause of death in 15-24 year olds only 1 out of 5 Canadian children needing mental health services receive them

7. WELLNESS WHEEL Wellness Wheel from The University of UtahThe University of Utah

8. LIVING WELL @ DC http://www.durhamcollege.ca/living-well

9. FIND YOUR FIT ▪ General Education Course ▪ 42 hours ▪ Hybrid ▪ Assignments ▪ What About You? ▪ Interview Assignment ▪ Reflections ▪ One Minute Motivator ▪ Quizzes ▪ Project and Presentation ▪ Impact Statement Find Your Fit

10. WHAT IS A GENERAL EDUCATION COURSE? Personal Understanding Civic Life Arts in Society S & C Understanding Science & Technology

11. OUR PHILOSOPHY (Kolb & Kolb, 2005) pic from http://www.simplypsychology.org/learning-kolb.html http://www.simplypsychology.org/learning-kolb.html Jumpstart Model -Lesson plan model -Active learning -Outcomes based -Learner-centered 4 components: -Connection -Content -Practice -Summary

12. MAGAZINE ACTIVITY ▪ If you were the topic of a feature article written about you in one year, 5 years or 10 years, what would it say and what magazine would it be in?

13. COURSE OVERVIEW ▪ 14 week course hybrid course ▪ Learning outcomes: discuss the role PA plays in the pursuit of optimal health and well-being, factors influencing motivation, discuss a variety of PA contributing to well- being ▪ Evaluation ▪ Active learning ▪ Online activities ▪ Fitness centre visits

14. THEMES

15. IF YOU BUILD IT …. THEY WILL COME…. ▪ Many students are intimidated to use some CRWC facilities or services due to shyness, embarrassment, lack of self-confidence, and isolation… ▪ One of the keys to Find Your Fit is the class goes together as a group--- ▪ ‘group cohesiveness is related to individual adherence behaviour’ Carron et al.

16. IF YOU BUILD IT …. THEY WILL COME…. ▪ The purpose of this course is to introduce the students to a diverse range of physical activity including but not limited to the Campus Recreation and Wellness Centre (CRWC) ▪ The class formally goes to the CRWC twice during the course in a capacity they chose (open gymnasium time, fitness training facility, indoor track or cycling class)

17. Sharing Reflection ABC Relationships IMPACT ON STUDENTS

18. SHARING ▪ The course was designed to provide ample opportunity for students to share information, passion and experiences with one another

19. 1 MINUTE MOTIVATORS

20. ▪ Weekly dropbox reflections ▪ Fantastic Lifestyle Checklist completion and review ▪ Biological age online test ▪ Reflect on the importance you place on social interaction in your physical activity endeavours ▪ Research and discuss a technological fitness Health and Fitness AppsHealth and Fitness Apps REFLECTION

21. Massively Multi-Player Thumb War ACTIVITY BREAK CHAMPIONS!

22. ▪ Sense of community ▪ Many studies have shown that participating in physical activities with a friend or partner results in a higher probability of sticking with it! ▪ Stephens and Craig (1990) reported that 65% of participants prefer to exercise in groups rather than alone. ▪ Students develop close relationships in this course and many continue this relationship once the course is finished RELATIONSHIPS

23. STUDENT FEEDBACK Do you wish there was more of a physical activity component to this course? “Yes, I think it would be a great idea because it would get the students active and to apply what they have learned in the classroom. The course name is Find Your Fit and I believe adding more physical activity will complete the course.” T.B.

24. CHALLENGES ▪ Only available to a handful of students ▪ Limitations of general education courses ▪ Changing the system or perception of ‘physical activity’ courses ▪ Physical resources, logistics, class sizes ▪ Classroom space

25. ANY SUGGESTIONS? ▪ Seeing firsthand the impact Find Your Fit has had on students and realizing the vast research that supports physical activity as a measurable and effective prescription for students, how is it that we are unable to provide more PA opportunities to students. ▪ What can we do to effect change?

26. Jacqueline Towell Curriculum specialist Jacqueline.towell@durhamcollege.ca Angie Wood fitness coordinator department of athletics, durham college & uoit angela.wood@dc-uoit.ca CONTACT INFO

27. REFERENCES Canadian Mental Health Association (n.d.). Fast Facts about Mental Illness. Retrieved from http://www.cmha.ca/media/fast-facts-about-mental-illness/#.VxfrAvkrKM9 http://www.cmha.ca/media/fast-facts-about-mental-illness/#.VxfrAvkrKM9 Carron, A., H. Hausenblas, and D. Mack. (1996) Social influence and exercise: A meta-analysis. J Sport Exercise Psychology 18: 1-16 Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy Of Management Learning & Education, 4(2), 193-212. doi:10.5465/AMLE.2005.17268566 Rogers P. & Lucas N. (2016). Feature: The time is right to prioritize well-being in higher education. Bringing Theory to Practice Newsletter. para.2. Retrieved from http://www.bttop.org/news- events/feature-time-right-prioritize-well-being-higher-educationhttp://www.bttop.org/news- events/feature-time-right-prioritize-well-being-higher-education Stephens, T., Craig, S. (1990) The well-being of Canadians: Highlights of the 1988 Campbell’s Survey. Ottawa: Canadian Fitness & Lifestyle Research Institute