School of Health Sciences

NATS2040 Physical Activity, Nutrition and Health

Spring 2023
 Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.

Subject Details

Subject Code: NATS2040

Subject Name: Physical Activity, Nutrition and Health
Credit Points: 10
Subject Level: 2
Assumed Knowledge: Not Applicable

Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.

Subject Coordinator
Name: Associate Professor Emma George
Location: K.G.06E
Email: NATS2040@westernsydney.edu.au
Consultation Arrangement:
Please email Emma via NATS2040@westernsydney.edu.au for all subject-related enquiries.

Teaching Team
Name: Nariman Dennaoui
Email: NATS2040@westernsydney.edu.au

Name: Nicholas West

Email: NATS2040@westernsydney.edu.au

Director of Academic Program

Name: Dr Kylie Steel
Location: K.G.06
Email: healthsciences@westernsydney.edu.au

Edition: Spring 2023

Copyright ©2023 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced
herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
Academic Program Advisor
Name: Dr Nicki Taylor
Location: K.G.06
Email: healthsciences@westernsydney.edu.au
Consultation Arrangement:
Please email the Program Advisor via hpe@westernsydney.edu.au for questions related to the HPE or Sport Develop-
ment program.
Contents
1 About Physical Activity, Nutrition and Health 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 4

2 Assessment Information 5
2.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Contribution to Program Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.5 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.5.1 End-of-session exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.5.2 Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.5.3 Oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.6 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

3 Teaching and Learning Activities 23

4 Learning Resources 28
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Note: The relevant Learning Guide Companion supplements this document

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1 About Physical Activity, Nutrition and Health

1.1 An Introduction to this Subject

This subject examines the interdependence between physical activity, nutrition and health and the role of key lifestyle
behaviours in improving health outcomes, longevity, and quality of life. Throughout this theoretical and practical
subject, students explore personal and socio-cultural health issues, and identify how these health issues can be
addressed in a proactive, holistic, and sustainable manner at an individual and population level.

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point Subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.

Attendance

It is strongly recommended that students attend all scheduled learning activities to support their learning.

Online Learning Requirements

Subject materials will be made available on the Subject’s vUWS (E-Learning) site (https://vuws.westernsydney.
edu.au/). You are expected to consult vUWS at least twice a week, as all Subject announcements will be made via
vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable

Policies Related to Teaching and Learning

The University has a number of policies that relate to teaching and learning. Important policies affecting students
include:

– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Disruption to Studies Policy
– Student Misconduct Rule

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 – Teaching and Learning - Fundamental Code
– Student Code of Conduct

Academic Integrity and Student Misconduct Rule

Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:

– be familiar with the policies listed above;

– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.

Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed. You will also declare that no part of your submission has been:

– copied from any other student’s work or from any other source except where appropriate acknowledgement is
made in the assignment;
– submitted by you in another (previous or current) assessment, except where appropriately acknowledged, and
with prior permission from the Subject Coordinator;
– made available to others in any form, where individual work is required;
– written/produced for you by any other person.

The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney Univer-
sity programs taught by other education providers. You must not engage in academic, research or general misconduct
as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified documentation
in support of requests to redo, resit or extend submissions, including sitting of deferred examinations, as instances of
general misconduct.

More information on studying with integrity is available on the Study with Integrity webpage. It is your responsibility
to apply these principles to all work you submit to the University.

Avoid using external ’support’ sites or other external help

To avoid the risk of your assignment being shared without your knowledge, do not upload your assignment to any
external sites for spelling, grammar or plagiarism checks. Your safest option is to use the free services provided by
Library Study Smart or Studiosity.

Avoid using any websites that:

– allow sharing of assignments or other material

– reward sharing of material with credits, tokens; or access to additional materials/features/services;
– provide answers to textbook or assignment/exam questions;
– provide free sample assignments; and/or include order buttons and prices; and/or
– invite you to submit your assignment for plagiarism or grammar or other checks.

Engagement with academic cheating sites will be regarded as misconduct. Academic cheating services often market
themselves as ’support’. Engagement with these sites includes:

– Sharing assignments or course material;

– Using online tools provided by these sites to check for plagiarism, grammar or spelling; and/or
– Purchasing writing services, or obtaining a copy of an assignment.

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Uploading your work to these sites may lead to your work being shared with others with or without your knowledge
and consent.

The Australian Government monitors current and past students’ use of academic cheating services, and may report
student material found on these sites or other forms of engagement to universities.

Current students with items found on academic cheating sites face sanctions under the Student Misconduct Rule.
Outcomes for graduates may include revocation of award. For more information see https://www.westernsydney.
edu.au/currentstudents/current_students/student_misconduct_rule.

More advice can be found on the Study with Integrity webpage.

Need help?

If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:

– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.

Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.

1.3 Changes to Subject as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and Subjects of study. The survey results inform Subject content and
design, learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this Subject. At the end of the semester you
will be given the opportunity to complete a Student Feedback on Subject (SFU) questionnaire to assess the Subject.
You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide
feedback for individual teaching staff.

As a result of student feedback, the following changes and improvements to this subject have recently been made:

– Based on collective student feedback across the School indicating students would prefer fewer assessments, the
end-of-session exam now replaces four separate quizzes spread across the semester.

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2 Assessment Information

2.1 Subject Learning Outcomes

Becoming a professional in this field requires knowledge and skills in collecting and analysing relevant health evidence,
communicating appropriately with others, articulating research findings, and making evidence-based recommendations
to improve health and wellbeing in a range of population groups. This subject aims to develop students’ understanding
of physical activity and nutrition, and the interdependence of these behaviours on health outcomes. Knowledge in
this area will be developed by analysing the latest research and guidelines and examining the social factors impacting
on physical activity, nutrition and health across the lifespan. Upon successfully completing this subject, you should
be able to:

Outcome
Describe the nature, and justify the choice of Australia’s health priorities in relation to nutrition, physical
1
activity and health.
Create, discuss and analyse scenarios that illustrate how physical activity and dietary choices are influenced
2
by cultural and social values.
3 Evaluate personal actions and support strategies in response to personal health challenges.
Evaluate the nature of the relationship between physical activity, nutrition and health from a socio-cultural
4
perspective.
Examine and reflect on the social inequities impacting on physical activity, nutrition and health across
5
the lifespan.
Analyse, evaluate and implement the latest research evidence and guidelines within and between physical
6
activity, nutrition and health.

2.2 Approach to Learning

In this subject, students will be expected to attend weekly tutorials and engage with brief 10-30 minute videos focused
on assessment, research and weekly topic areas. Weekly tutorials are designed to meet learning outcomes 1-6 and
will include engagement in group discussions, practical activities (where possible) and assessment preparation.

Students will have a series of weekly study questions designed to prepare them for the end of session exam. Students
will have an opportunity to discuss the answers to these study questions in tutorials and online tutorials. It is expected
that students will have engaged with all relevant subject content (including readings, lectures and explainer videos)
and attempted all study questions before attending the weekly tutorial.

All learning activities in this subject have been developed to support and complement one another, and students are
expected to engage in all learning activities for this subject to ensure the best chance of success.

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 2.3 Contribution to Program Learning Outcomes

4747: Bachelor of Health Science (Health and Physical Education)

Program Learning Outcomes SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6

1. Applies in-depth knowledge of the chosen discipline to local and international Developed Developed Developed Developed
contexts and the broader health and physical education environment
2. Implement the values and principles of scholarly inquiry and evidence-based Developed Developed Developed
practice as they relate to investigating and enhancing health and physical education
outcomes
3. Applies effective oral and written communication skills and utilises and other Assured Assured Assured Assured Assured Assured
technologies effectively in personal and professional learning.
4. Evaluates qualitative and quantitative data to interpret and solve health related Developed Developed Developed Developed Developed Developed
problems and apply treatments and/or management solutions.
5. Practices autonomous and effective learning and relates appropriately to Developed Developed
6

stakeholders within school and community contexts

6. Respects the culture, experiences and achievements of Indigenous Australians Developed Developed Developed
and communicates ethically and effectively within school and community contexts
7. Integrates theoretical and practical knowledge with applied critical, reflective, Developed Developed Developed Developed Developed Developed
and creative skills to make informed decisions in health, physical education, and
sport contexts.
8. Advances the knowledge and health independently and collaboratively for those Developed Developed
in school, community and sport contexts
9. Models and promotes ethical conduct, intellectual integrity, cultural diversity and Developed Developed
social justice principles and professionalism in health, physical education and sport
contexts
10. Initiates and contributes positively to sustainable change and improvements in Developed Developed
health in a diverse and evolving world

4742: Bachelor of Health Science (Health and Physical Education) Pathway to Teaching Secondary
 Program Learning Outcomes SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6
1. Applies in-depth knowledge of the chosen discipline to local and international Developed Developed Developed Developed
contexts and the broader health and physical education environment.
2. Implement the values and principles of scholarly inquiry and evidence-based Developed Developed Developed
practice as they relate to investigating and enhancing health and physical education
outcomes
3. Applies effective oral and written communication skills and utilises and other Assured Assured Assured Assured Assured Assured
technologies effectively in personal and professional learning.
4. Evaluates qualitative and quantitative data to interpret and solve health related Developed Developed Developed Developed Developed Developed
problems and apply treatments and/or management solutions.
5. Practices autonomous and effective learning and relates appropriately to Developed Developed
stakeholders within school and community contexts
6. Respects the culture, experiences and achievements of Indigenous Australians Developed Developed Developed
and communicates ethically and effectively within school and community contexts
7. Integrates theoretical and practical knowledge with applied critical, reflective, Developed Developed Developed Developed Developed Developed
and creative skills to make informed decisions in health, physical education, and
7

sport contexts.
8. Advances the knowledge and health independently and collaboratively for those Developed Developed
in school, community and sport contexts
9. Models and promotes ethical conduct, intellectual integrity, cultural diversity and Developed Developed
social justice principles and professionalism in health, physical education and sport
contexts
10. Initiates and contributes positively to sustainable change and improvements in Developed Developed
health in a diverse and evolving world

4741: Bachelor of Sport Development

Program Learning Outcomes SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6

 1. Apply key principles, theories and concepts underpinning sport development for Developed Developed Developed Developed Developed
the promotion and management of sport and recreation in the community within a
range of local and international contexts.
2. Integrate theoretical and practical knowledge with applied critical, reflective, and Developed Developed
creative skills to formulate strategies and directions for the community and industry
in a sporting context.
3. Apply principles of scholarly inquiry and evidence-based practice to investigate Developed Developed Developed Developed
and enhance sport development outcomes for a range of clients in the local and
broader communities.
4. Communicate effectively in oral and written formats with a wide range of Developed Developed
relevant stakeholders, utilising technologies to enhance communications.
5. Respectful of the culture, experiences and achievements of diverse communities Developed Developed Developed Developed
globally and locally, including Indigenous Australians.
6. Model and promote ethical conduct, intellectual integrity, autonomous practice,
social justice principles and professionalism in everyday sporting practice.
7. Initiate and contribute positively to sustainable change and improvements in the Developed Developed
delivery of sport and recreation in a diverse and evolving world.
8

Western Sydney University Graduate Attributes

Graduate Attributes SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6

1. Enacts the principles of intellectual enquiry. Developed Developed Developed Developed Developed Developed
2. Applies knowledge and skills to curate and communicate ideas truthfully, with Developed Developed
purpose and impact.
3. Demonstrates a commitment to life-long learning. Developed Developed Developed Developed Developed Developed
4. Actively collaborates in partnership, with respect and reciprocity. Developed Developed Developed Developed Developed Developed
5. Acts ethically and responsibly with and for Indigenous Australian peoples and Developed Developed Developed Developed Developed
communities.
6. Contributes to a sustainable, diverse, and socially-just world.
2.4 Assessment Summary

The assessment items in this Subject are designed to enable you to demonstrate that you have achieved the Subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this Subject you must:

There are three (3) assessment items in this subject, designed to enable you to demonstrate that you have achieved
the subject learning outcomes. Achievement of at least 50% overall is required to pass this subject.

Please note, your assessments are due in week 7 (essay), week 12 (oral presentation) and week 14 (end-of-session
exam), so grades are skewed toward the end of semester. It is imperative that you engage with all subject content,
including regular study questions and formative quizzes to give yourself the best chance of success in this subject.

Item Weight Due Date SLOs Assessed Manda- Threshold

tory
End-of-session exam 40% 5pm Tuesday 24th October 1, 2, 3, 6 No No
2023 (Week 14)
Essay 30% 4pm Friday 8th September 2-6 No No
2023 (Week 7)
Oral presentation 30% 4pm Friday 13th October 2023 1, 2, 4, 5 & 6 No No
(Week 12)

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

Online exam marks will be made available via vUWS after subject grades have been finalised and released to students.
Students may seek feedback on their exam results from their Subject Coordinator.

Grades and feedback on the case study assessment will be made available via vUWS approximately 3-4 weeks after
submission. Students are expected to use feedback from their case study assessment to inform the development of
the health promotion program to be pitched in the video presentation assessment.

Grades and feedback on the video presentation assessment will be made available via vUWS approximately 3-4 weeks
after submission.

Querying grades:

Before contacting the Subject Coordinator, a student who is not satisfied with their grade should carefully read the
assessment criteria and the feedback provided on the completed assessment. If the student believes an error has been
made, they should:

1. Make careful notes that explain the specific perceived errors.

2. Provide detailed notes for each specific criterion; outlining the grade they believe they should have received, with
a strong rationale for this grade.

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3. Send these notes via email to the Subject Coordinator (NATS2040@westernsydney.edu.au) within one week of
assessment marks being released.

If the grievance is unresolved - refer to Western Sydney University’s Assessment Policy - Criteria and Standards Based
Assessment.

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2.5 Assessment Details

2.5.1 End-of-session exam

Weight: 40%
Type of Collabora- Individual
tion:
Due: 5pm Tuesday 24th October 2023 (Week 14)
Submission: vUWS
Format: One (1) end of session exam assessing understanding of concepts from assigned readings,
videos and tutorial activities. The exam will be completed online and will comprise 60
questions to be completed in 60 minutes.
Length: 60 minutes each
Curriculum Mode: End-of-term Exam

Instructions:

Exams are conducted in order to assess the extent to which a student has achieved the learning outcomes for a
specific subject. In Week 14, you will need to complete one end-of-session exam online via vUWS.

You will be assessed on whether you answer each question correctly.

Questions will be based on all learning materials including lectures, readings, online resources and tutorial activities.
To prepare for success, you must have engaged with all learning content and activities.

You will receive a mark out of 60, and this mark will account for 40% of your overall grade for this subject.
You will have 24 hours to complete the online exam, and the exam must be completed within the specified time
period.
Only one attempt is allowed. A student cannot start this exam and return to complete at a later time - vUWS will
count this as an attempt and will block further attempts to access the exam.

You must complete your exam individually, however, you may use your own notes. You are not permitted to obtain a
copy of anyone else’s notes besides your own as this is considered academic misconduct and both you and the person
who gave you the notes will receive zero.
Other important information regarding online exams:

When exams are held online, students are expected to complete the exam under exam conditions, ensuring:

– A quiet, private space where they will not be interrupted

– A steady and stable internet connection
– They are available on the day of the end-of-semester exam - only extenuating circumstances will be considered
as a rationale for a deferred or supplementary exam
– They do not access any notes other than their own. Accessing anything other than your own notes you have
written yourself constitutes academic misconduct. Refer to the Student Misconduct Rule for more information

No special consideration will be granted for failure to follow directions, or for technical failures, unless supporting
documentation is provided. In the event of any vUWS-related technical difficulties, students must contact vUWS
student support and log a job that will resolve the issue and/or provide evidence for a special consideration application.
Contact details for vUWS student support are available on the subject vUWS site.

Use of generative artificial intelligence (AI):

Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining

11
answers from a third party including generative AI to questions in an examination or other form of assessment may
lead to sanctions under the Student Misconduct Rule ( https://www.westernsydney.edu.au/currentstudents/current_
students/student_misconduct_rule). Use of generative AI tools may be detected. More information is available on
the Library web page: https://westernsydney.edu.au/studysmart/home/study_with_integrity/turnitin_ai_detector

Resources:

The exam questions will assess your knowledge on all learning materials including lectures, readings, online resources
and tutorial activities.

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2.5.2 Essay

Weight: 30%
Type of Collabora- Individual
tion:
Due: 4pm Friday 8th September 2023 (Week 7)
Submission: Students are required to submit their individual assessment online via Turnitin by the due
date. No hard copy required.
Format: In week 2, students will be asked to identify potential research participants who would
be willing to complete a brief questionnaire on health, lifestyle and demographic variables
(including data on age, gender, weight, physical activity, sedentary behaviour and dietary
behaviours). By the week 3 tutorial, each student must have recruited one (1) research
participant who will complete the questionnaire in week 3-4.

Students are required to have collected questionnaire data by week 5 tutorial, as the focus
of this tutorial is on data scoring and interpretation. A series of resources will also be
posted on vUWS to assist with data collection and interpretation.

Students will be required to submit one individual 1,000 word case study. This case study
will include a two-page summary report to be given back to the research participant, fol-
lowed by a detailed report on your research findings. See instructions below and template
on vUWS.
Length: 1,000 words
Curriculum Mode: Case Study

Students will be required to submit an individual 1,000 word case study comprising a two-page summary report (to
be returned to the research participant) and a detailed report.

The two-page summary report will include:

– A traffic light scoring system to identify risk factors for chronic disease and areas in which your participant can
improve their health behaviours
– Two to three key recommendations for the participant (e.g., increasing vegetable consumption or increasing
moderate-to-vigorous physical activity)

The two-page summary report is to be written in plain English and may include links to helpful resources. This
portion of the case study is strictly two pages.

The detailed report will include:

– A summary of your findings

– Identification of the main modifiable risk factors your participant has reported
– Interpretation of your findings in comparison to recommended guidelines and current research evidence
– Recommendations for your participant to encourage them to improve their physical activity and/or dietary
behaviours.

You will be assessed on your ability to:

– Collect and accurately interpret data on a range of health, lifestyle and demographic characteristics.
– Articulate your research findings in a simple report, to be given back to your research participant.
– Evaluate and articulate your research findings in light of current research evidence and recommended guidelines.
– Provide feasible recommendations based on current research evidence and recommended guidelines.

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Use of generative artificial intelligence (AI):

Use of generative artificial intelligence (AI) is not permitted in this assessment task without appropriate acknowl-
edgement. See advice on acknowledging the use of generative AI on the Library web page https : / / answers .
library.westernsydney.edu.au/faq/273171. Working with another person or technology in order to gain an un-
fair advantage in assessment or improperly obtaining answers from a third party including generative AI to ques-
tions in an examination or other form of assessment may lead to sanctions under the Student Misconduct Rule (
https://www.westernsydney.edu.au/currentstudents/current_students/student_misconduct_rule). Use of genera-
tive AI tools may be detected. More information is available on the Library web page: https://westernsydney.edu.
au/studysmart/home/study_with_integrity/turnitin_ai_detector

Submission instructions:

– Students must use the template provided (this will be available from week 3)
– Use Arial or Times New Roman size 11 font, 1.5 spacing
– You must use APA 7th Referencing style in this subject. Please refer to https://library.westernsydney.edu.au/
your-library/tools_and_apps/referencing-citation for guidance on correct referencing.
– Submit your assignment to Turnitin. The file you submit must include your student name and student ID in
the title. e.g., 12345678AbdulAliCaseStudy.docx.
– Turnitin training videos and additional material are available at: https : / / library . westernsydney . edu . au /
students/academic-integrity/turnitin_student_support\tagmcend\tagstructend

REQUESTING AN EXTENSION: If you need an extension for this assessment due to extenuating circumstances,
please complete a Request for Extension application. Please contact your Subject Coordinator in advance where
possible.

Resources:

A series of resources explaining the collection, scoring and interpretation of data will be available on vUWS from
week 2. A template for this assessment will also be posted on vUWS by week 3. You will be required to use this
template for your assessment.

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Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Participant report Participant report is Participant report is Participant report is Participant report is Participant report is
objectively written, objectively written, clear and unclear in sections. missing or
(5 marks) very clear and clear and informative. Recommendations incomplete.
informative. informative. Recommendations are provided, but No or limited
Recommendations Recommendations reflect current are not necessarily attempt to provide
are are feasible, well guidelines. feasible and/or may recommendations.
feasible, developed and (3.5 marks) not reflect current (0-2 marks)
comprehensive and reflect current guidelines.
accurately reflect guidelines. (2.5-3 marks)
current guidelines. (4 marks)
(4.5-5 marks)
Description of Recommended Recommended Recommended Attempts to No or limited
current guidelines guidelines are guidelines are guidelines are describe guidelines attempt to describe
and interpretation clearly and clearly described for described for all for almost all guidelines or
of findings accurately all variables. variables. variables. interpret findings in
described for all Findings are Findings are Attempts to light of
(10 marks) variables. interpreted in light interpreted in light interpret findings in recommended
Findings are of recommended of most light of almost all guidelines.
interpreted in light guidelines, recommended recommended (0-4.5 marks)
of recommended demonstrating a guidelines, guidelines.
guidelines, good understanding demonstrating a (5-6 marks)
demonstrating an of all guidelines. sound
exceptional (8 marks) understanding of
understanding of all most guidelines.
guidelines. (7 marks)
(9-10 marks)
Evaluation of data All findings are Most findings are Almost all findings Some findings are No or limited
in relation to discussed in relation discussed in relation are discussed in discussed in relation attempt to discuss
current research to current, to current research relation to research to research findings in relation
evidence. high-quality evidence. evidence. evidence. to research
research evidence evidence.
(15 marks) (e.g. recent journal Includes several Includes academic Includes academic (0-7 marks)
articles). relevant academic sources that are sources that are
sources that are linked to the topic linked to the topic
Includes several clearly linked to the throughout most of in some sections of
highly relevant topic throughout the essay. the essay.
academic sources the majority of the (9.5-11 marks) (7.5-9 marks)
that are clearly and essay.
thoughtfully linked (11.5-13 marks)
to the topic
throughout the
essay.
(13.5-15 marks)
Recommendations Recommendations Recommendations Recommendations Recommendation No or limited
provided for all provided for almost provided for most provided for at least attempt to provide
(10 marks) modifiable risk all modifiable risk modifiable risk one modifiable risk recommendations
factors identified in factors identified in factors identified in factor identified in to improve health
this report. this report. this report. this report. outcomes.
Recommendations Recommendations More than one Recommendations (0-4.5 marks)
are fully developed, are feasible and feasible may not be feasible
feasible and realistic, and most recommendation realistic, or result in
insightful. All would likely result provided, which improved health
would likely result in improved health would likely result outcomes.
in improved health outcomes. in improved health (5-6 marks)
outcomes. (8 marks) outcomes.
(9-10 marks) (7 marks)
Presentation Essay is Essay is mostly Essay is structured Essay mostly No or limited
well-structured and well-structured and clearly and mostly follows the attempt to follow
(5 marks) precisely follows the follows the follows the suggested structure. the suggested
template. template. template. Frequent structure.
Language Language Language grammatical, Frequent
conventions are conventions are conventions are spelling and grammatical,
accurate, and accurate, with very generally accurate, punctuation errors, spelling and
writing is very clear few errors. Writing with some minor but in most cases, punctuation errors
and concise. is clear and concise. errors. These errors these errors do not that interfere with
(4.5-5 marks) (4 marks) do not interfere interfere with clarity of meaning.
with meaning. meaning. (0-2 marks)
(3.5 marks) (2.5-3 marks)

15
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Referencing Consistently correct Correct use of the Correct use of the Attempts to follow No use of citations
use of the APA 7th APA 7th APA 7th the APA 7th or reference list, or
(5 marks) referencing style in referencing style, referencing style, referencing style, these do not follow
both in-text with only a few with few errors. some citations or conventions of APA
citations and the minor errors. (3.5 marks) referencing errors 7th style correctly.
reference list. (4 marks) present. (0-2 marks)
(4.5-5 marks) (2.5-3 marks)

16
2.5.3 Oral presentation

Weight: 30%
Type of Collabora- Group
tion:
Due: 4pm Friday 13th October 2023 (Week 12)
Submission: One student is to submit the assessment on behalf of the group, online via Turnitin, by
the due date. No hard copy required.
Format: Reflecting on the data collected in the case study assessment, students will work in
groups of 3 to develop an 8-week health promotion program to improve 1-2 health
outcomes/lifestyle behaviours in a specific population group. Students will provide an
overview of their program in a video-recorded oral presentation. The presentation will
be uploaded to YouTube for marking, following the instructions provided below. Further
information will be provided on vUWS.
Length: 10 minutes
Curriculum Mode: Presentation

The video presentation should provide a clear overview of the 8-week program and must adhere to the following:

– Audio and video should be clear - ensure your voice can be heard clearly, and that any images/text/slides can
be seen/read clearly.
– You must be visible on screen for at least 50% of your video (i.e., through the shared screen feature on Zoom,
in a full-screen video, or a combination of the two). You may use a voiceover feature, but this should not make
up any more than 50% of your video.
– Students are required to submit their presentation script via the template on vUWS. This will be submitted via
Turnitin and will be used to check the originality of content and accuracy of citations and referencing.
– If you rely too heavily on notes, palm cards or cue cards (including notes held up behind the camera) you are
at risk of receiving a fail grade for presentation, originality and formatting.

You will be assessed on the following:

– Your explanation of the health outcome/lifestyle behaviours you have selected (e.g., to increase overall physical
activity levels, to increase fruit and vegetable consumption, to reduce weight by targeting physical activity and/or
dietary behaviours, to improve mental health by increasing physical activity). You will need to explain why it
is important to target this particular health outcome/lifestyle behaviour by incorporating research evidence and
information on recommended guidelines.
– The creativity and comprehensiveness of the program you have developed (this may include: the main compo-
nents of the intervention, use of technology or other resources, use of social support, theoretical framework,
anticipated outcomes)
– The use of appropriate measurement tools to assess outcomes
– Your presentation skills (how you are delivering the content, how you use visuals to support the presentation
and how you use activities to engage the audience)
– The originality of your presentation as evidenced by your submitted script
– Your technical skills in recording and editing the video (including sound clarity, visibility and quality of recording)

All group members will receive the same mark for the presentation, so it is crucial that you all contribute equally.

Use of generative artificial intelligence (AI):

Use of generative artificial intelligence (AI) is not permitted in this assessment task without appropriate acknowl-
edgement. See advice on acknowledging the use of generative AI on the Library web page https : / / answers .

17
library.westernsydney.edu.au/faq/273171. Working with another person or technology in order to gain an un-
fair advantage in assessment or improperly obtaining answers from a third party including generative AI to ques-
tions in an examination or other form of assessment may lead to sanctions under the Student Misconduct Rule (
https://www.westernsydney.edu.au/currentstudents/current_students/student_misconduct_rule). Use of genera-
tive AI tools may be detected. More information is available on the Library web page: https://westernsydney.edu.
au/studysmart/home/study_with_integrity/turnitin_ai_detector

Submission instructions:

– Use the template provided on vUWS - this will be available from week 8
– Use Arial or Times New Roman size 11 font, 1.5 spacing for your script
– You must use APA 7th Referencing style in this subject. Please refer to https://library.westernsydney.edu.au/
your-library/tools_and_apps/referencing-citation for guidance on correct referencing.
– One student is to submit the assessment on behalf of the group. Submit your assignment to Turnitin. The file
you submit must include your IDs in the title. e.g., 12345676_12345678_87654321_Presentation.docx.
– Turnitin training videos and additional material are available at: https : / / library . westernsydney . edu . au /
students/academic-integrity/turnitin_student_support\tagmcend\tagstructend

Resources:

Resources, including suggestions for software applications will be made available on vUWS to support students in the
creation of their video presentation. You can use programs like Windows Live Movie Maker or iMovie to add audio
and imagery to your video before uploading the file to YouTube.

Assessment resources, including templates, video upload instructions, and assessment FAQs will be posted on vUWS.
Students will be given time in class to plan their program and seek clarification and guidance from their tutor.
Students may also drop in to an online tutorial to seek further clarification on assessment requirements.

18
Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Overview and Health be- Health be- Health be- Health be- Health be-
importance of the haviours/outcomes haviours/outcomes haviours/outcomes haviours/outcomes haviours/outcomes
target health clearly and clearly and accurately described. poorly or
behaviours/ accurately accurately described. inaccurately
outcomes described. described. Attempts to explain described.
Demonstrates a the importance of
(10 marks) Demonstrates an Demonstrates a sound the health be- Limited or no
exceptional thorough understanding of haviours/outcomes attempt to explain
understanding of understanding of the importance of and/or some of the the importance of
the importance of the importance of the health be- potential health the health be-
the health be- the health be- haviours/outcomes implications haviours/outcomes
haviours/outcomes haviours/outcomes and some of the associated with the or potential health
and potential and potential potential health health outcome. implications
health implications health implications implications associated with the
associated with the associated with the associated with the Attempts to discuss health outcome.
health outcome. health outcome. health outcome. research evidence
that is somewhat Limited or no
Health be- Health be- Health be- relevant to the attempt to discuss
haviours/outcomes haviours/outcomes haviours/outcomes health be- research evidence
and potential and potential and potential haviours/outcomes. that is somewhat
implications are implications are implications are (5-6 marks) relevant to the
discussed in light of discussed in light of discussed in light of health be-
current, current research research evidence. haviours/outcomes.
high-quality evidence. (7 marks) (0-4.5 marks)
research evidence. (8 marks)
(9-10 marks)
Description of the The proposed The proposed The proposed Attempts to design Limited or no
proposed 8-week intervention 8-week intervention 8-week intervention an 8-week attempt to design
intervention program is program is program shows intervention an 8-week
program, including innovative, feasible, innovative, feasible, some innovation program that is intervention
current, and highly relevant and mostly relevant and relevance to relevant to the program that is
high-quality to the main health to the main health the main health main health relevant to the
research evidence outcome/s. outcome/s. outcome/s. outcome/s. main health
outcome/s.
(20 marks) The elements of the Most elements of Some elements of Most elements of
proposed the proposed the proposed the proposed The proposed
intervention intervention intervention intervention intervention needs
program are program are program need program need further
well-developed, and well-developed, and further further development.
informed by current informed by current development, based development, based Limited or no
research evidence. research evidence. on research on research attempt to base
(17-20 marks) (15-16 marks) evidence. evidence. program on
(13-14 marks) (10-12 marks) research evidence.
(0-9.5 marks)
Assessment of All measurement All measurement Most measurement Some measurement Limited or no
health outcomes tools and data tools and data tools and data tools and data attempt to describe
collection time collection time collection time collection time measurement tools
(5 marks) points are justified points are points are points are and/or data
and described in described. described. described. collection time
detail. points.
Almost all of the Most of the Selected
All of the selected selected selected measurement tools Measurement tools
measurement tools measurement tools measurement tools may not be valid, are not valid,
are valid and are valid and are valid and reliable, or reliable, or
reliable, and reliable, and reliable, but may appropriate to the appropriate to the
appropriate to the appropriate to the not be appropriate intervention and/or intervention and/or
intervention and intervention and to the intervention population. population.
population group. population group. and population (2.5-3 marks) (0-2 marks)
(4.5-5 marks) (4 marks) group.
(3.5 marks)

19
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Anticipated health A broad range of A range of Anticipated health Attempts to discuss Limited or no
and wellbeing anticipated health anticipated health and wellbeing anticipated health attempt to discuss
outcomes and wellbeing and wellbeing outcomes are and wellbeing anticipated health
associated with the outcomes are outcomes are accurately outcomes. and wellbeing
intervention clearly, accurately clearly and discussed. outcomes.
and insightfully accurately Attempts to
(10 marks) discussed. discussed. Most anticipated identify anticipated Limiter or no
outcomes have health and attempt to identify
All anticipated Almost all been identified wellbeing outcomes anticipated health
outcomes have anticipated based on research based on research and wellbeing
been identified outcomes have evidence, and/or evidence, or outcomes based on
based on been identified appropriate national appropriate national research evidence,
high-quality based on research or international or international or appropriate
research evidence, evidence, and guidelines. guidelines. national or
and appropriate appropriate national (7 marks) (5-6 marks) international
national or or international guidelines.
international guidelines. (0-4.5 marks)
guidelines. (8 marks)
(9-10 marks)
Presentation, Script is very Script is Script is presented Script has been Script has not been
originality and well-presented, clear well-presented, and clearly, but lacks provided but lacks provided.
formatting and concise. is mostly clear and clarity in some clarity. OR
concise. sections. Script has been
(10 marks) All presented Most of the provided but is
information is Most of the Most of the presented unclear and not
included in the presented presented information is supported by
script and the information is information is included in the peer-reviewed
information is included in the included in the script but the evidence.
well-supported by script and the script and the information is
high-quality information is information is poorly supported. Video and audio
peer-reviewed supported by mostly supported lack clarity at
evidence. high-quality by peer-reviewed Video and audio times.
peer-reviewed evidence. lack clarity at
Video and audio are evidence. times. Limited or no
very clear and Video and audio are attempt to use the
professionally Video and audio are clear and mostly Attempts to follow assessment
presented. clear and well-presented. assessment template.
well-presented. template. (0-4.5 marks)
Assessment Assessment (5-6 marks)
template is used Assessment template is used.
correctly. template is used (7 marks)
(9-10 marks) correctly.
(8 marks)
Use of APA 7th Consistently correct Correct use of the Correct use of the Attempts to follow No use of citations
referencing for use of the APA 7th APA 7th APA 7th the APA 7th or reference list, or
in-text citations referencing style in referencing style, referencing style, referencing style, these do not follow
and reference list both in-text with only a few with few errors. some citations or conventions of APA
citations and the minor errors. (3.5 marks) referencing errors 7th style correctly.
(5 marks) reference list. (4 marks) present. (0-2 marks)
(4.5-5 marks) (2.5-3 marks)

20
2.6 General Submission Requirements

Submission

– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.

Turnitin

– The Turnitin plagiarism prevention system may be used within this Subject. Turnitin is accessed via logging
into vUWS for the Subject. If Turnitin is being used with this Subject, this means that your assignments have
to be submitted through the Turnitin system. Turnitin is a web-based text-matching software that identifies
and reports on similarities between documents. It is also widely utilised as a tool to improve academic writing
skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Proquest,
Emerald and Sage)
– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism. By
submitting your work using this link you are certifying that:
– You hold a copy of this submission if the original is lost or damaged.
– No part of this submission has been copied from any other student’s work or from any other source except
where due acknowledgement is made in the submission.
– No part of this submission has been submitted by you in another (previous or current) assessment, ex-
cept where appropriately referenced, and with prior permission from the teacher/tutor/supervisor/Subject
Coordinator for this subject.
– No part of this submission has been written/produced for you by any other person except where collabo-
ration has been authorised by the teacher/tutor/supervisor/Subject Coordinator concerned.
– You are aware that this submission will be reproduced and submitted to plagiarism detection software
programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for
future plagiarism checking).
– You are aware that this submission may be de-identified and reproduced in part or in full as an example
for future students.
– You will not make this submission available to any other person unless required by the University.

Self-Plagiarising

– You are to ensure that no part of any submitted assignment for this Subject or product has been submitted by
yourself in another (previous or current) assessment from any Subject, except where appropriately referenced,
and with prior permission from the Lecturer/Tutor/Subject Coordinator of this Subject.

Late Submission

– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Western Sydney University’s Assessment Policy

21
Extension of Due Date for Submission

A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their
control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively.

To apply for an extension of assessment, please go to https://www.westernsydney.edu.au/currentstudents/current_

students/forms for guidance on how to lodge a request for consideration by the Subject Coordinator/Convenor.
Extension requests can be lodged before, on or no later than 5.00pm two working days after the due date of the
assessment task.

Application forms must be submitted to the Subject Coordinator/Convenor. Requests for extension should be made
as early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted
with the application. An application for an extension does not automatically mean that an extension will be granted.
Assessments will not be accepted after the marked assessment task has been returned to students.

Resubmission

Resubmission of assessment items will not normally be granted if requested.

Disruption to Studies

It is strongly recommended that you attend all scheduled learning activities to support your learning. The University
will provide students who have experienced a serious and unavoidable disruption to their studies a Disruption to
Studies provision, which is an opportunity to demonstrate that you have met the learning outcomes for the subject.
To be eligible for a Disruption to Studies Provision, the disruption must impact your studies for at least three
consecutive days. More information, including how to apply for a Disruption to Studies, can be found on the
University website https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/
special_consideration

Supplementary Assessments

A student may be eligible to apply for a supplementary assessment after the official notification of final Subject
results. Please see the Procedures Section of the WSU Assessment Policyfor details of eligibility and the application
process.

22
 3 Teaching and Learning Activities

Weeks Topic Tutorial Readings Assessments Due

Week 1 An introduction to noncommunicable NCDs - impact on global health Reading:
24-07-2023 diseases (NCDs) outcomes and health expenditure.

— World Health Organization (2022).

Noncommunicable diseases
Watch

— Han’s Rosling’s 200 Countries, 200

Years, 4 Minutes:
https://www.youtube.com/watch?
v=jbkSRLYSojo

— An introduction to
non-communicable disease
Week 2 Risk factors for NCDs Introduction to modifiable and Readings:
23

31-07-2023 non-modifiable risk factors for

non-communicable and chronic disease.

— Australian Institute of Health and

Welfare (2022). Australia’s Health
2022: Topic Summaries (see
vUWS)

— World Health Organization (2018).

Global action plan on physical
activity 2018-2030: More active
people for a healthier world.
Watch:

— Physical activity and chronic

disease
 Weeks Topic Tutorial Readings Assessments Due

— Sedentary behaviour and chronic

disease
Week 3 Modifiable risk factors 1: Physical Measuring physical activity. Readings:
07-08-2023 activity levels.

— Warburton et al. (2018). Chapter

13 - Lost in Translation: What
Does the Physical Activity and
Health Evidence Actually Tell Us?

— Warren et al. (2010). Assessment

of physical activity - a review of
methodologies with reference to
epidemiological research: a report
of the exercise physiology section of
the European Association of
Cardiovascular Prevention and
Rehabilitation.
24

Watch:

— Measuring physical activity

Week 4 Modifiable risk factors 2: Dietary intake. Australian dietary guidelines. Readings:
14-08-2023
Measuring dietary intake.
— National Health and Medical
Research Council (2013).
Australian Dietary Guidelines
Summary

— Sacks & Schultz (2021). No, it’s

not just a lack of control that
makes Australians overweight.
Here’s what’s driving our unhealthy
food habits. (The Conversation)
 Weeks Topic Tutorial Readings Assessments Due
Watch:

— Measuring dietary intake

Week 5 Case study preparation: Data cleaning, Preparation for case study assessment: Watch:
21-08-2023 scoring and interpretation. Cleaning, scoring and interpreting your
research data.

— Videos in assessment 2 (Case

study) folder on vUWS.
Week 6 The benefits of a healthy lifestyle: The importance of regular physical Reading:
28-08-2023 Physical activity. activity.
Risks associated with low activity and
inactivity. — Guthold et al. (2018). Worldwide
trends in insufficient physical
activity from 2001 to 2016: a
pooled analysis of 358
population-based surveys with 1· 9
25

million participants.
Watch:

— Physical activity and mental health

Week 7 Physical activity across the lifecourse 1. Promoting physical activity and Reading: - Essay
04-09-2023 reducing sedentary behaviour in adults
and older adults.

— Department of Health and Aged

Care (2021). Physical activity and
exercise guidelines for all
Australians.
Watch:

— Physical activity in culturally and

linguistically diverse adults
 Weeks Topic Tutorial Readings Assessments Due
Week 8 Intra-session break. Intra-session break. Intra-session break.
11-09-2023
Week 9 Physical activity across the lifecourse 2. Promoting physical activity and Reading:
18-09-2023 reducing sedentary behaviour in children
and young people.

— Department of Health (2014).

Move and play every day: National
physical activity guidelines for
children 0-5 years.
Watch:

— Physical activity in families and

young people
Week 10 Energy balance and weight control. Food labelling. Reading:
25-09-2023
26

Nutrition claims.
— See vUWS
Week 11 The benefits of a healthy lifestyle: Sugar-sweetened beverages Reading:
02-10-2023 Eating for health.

— Sievenpiper et al. (2019)

— Moretto et al. (2014). Yes, The

Government Should Tax Soft
Drinks: Findings from a Citizens’
Jury in Australia.
Watch (optional, login required):

— That Sugar Film (2014):

http://ezproxy.uws.edu.au/lo-
gin?qurl=https://edutv.infor-
mit.com.au/watch-
screen.php?videoID=1209627
 Weeks Topic Tutorial Readings Assessments Due
Week 12 Promoting positive eating habits. Promoting positive eating habits. Watch: - Oral presentation
09-10-2023
Cost of food.
— Promoting positive eating (and
PA) habits in children and young
people
Week 13 What you eat and why. Food groups. Reading:
16-10-2023
Nutritional habits around the globe.
— See vUWS
Week 14 End-of-session exam No tutorial. No readings - please use this time to - End-of-session exam
23-10-2023 review all subject content in preparation
for your end-of-session exam.
Good luck!
Week 15
30-10-2023
Week 16
27

06-11-2023
Week 17
13-11-2023

The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
4 Learning Resources

4.1 Recommended Readings

Essential Reading

Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2018). Worldwide trends in insufficient physical activity
from 2001 to 2016: a pooled analysis of 358 population-based surveys with 1· 9 million participants. The lancet
global health, 6(10), e1077-e1086.

Moretto N, Kendall E, Whitty J, Byrnes J, Hills AP, Gordon L, Turkstra E, Scuffham P, Comans T. (2014). Yes,
The Government Should Tax Soft Drinks: Findings from a Citizens’ Jury in Australia. International Journal of
Environmental Research and Public Health. 11(3):2456-2471. https://doi.org/10.3390/ijerph110302456

National Health and Medical Research Council (2013) Australian Dietary Guidelines Summary. Canberra: National
Health and Medical Research Council.

Warburton, D. E. & Bredin, S. S. (2018). Lost in translation: What does the physical activity and health evidence
actually tell us? In Lifestyle in heart health and disease (pp. 175-186). Elsevier Inc. https://doi.org/10.1016/B978-
0-12-811279-3.00013-6

Warburton, D. E., Nicol, C. W., & Bredin, S. S. (2006). Health benefits of physical activity: the evidence. Canadian
Medical Association Journal, 174(6), 801-809.

Warren, J. M., Ekelund, U., Besson, H., Mezzani, A., Geladas, N., & Vanhees, L. (2010). Assessment of physical
activity-a review of methodologies with reference to epidemiological research: A report of the exercise physiology
section of the European Association of Cardiovascular Prevention and Rehabilitation. European Journal of Preventive
Cardiology, 17(2), 127-139.

World Health Organization (2018). Global action plan on physical activity 2018-2030: More active people
for a healthier world. Retrieved from https://apps.who.int/iris/bitstream/handle/10665/272722/9789241514187-
eng.pdf?sequence=1&isAllowed=y

Additional Reading

Australian Institute of Health and Welfare (2022). Australia’s Health 2022: Topic summaries. Retreived from
https://www.aihw.gov.au/reports-data/australias-health/australias-health-snapshots

Department of Health (2014). Move and play every day: National physical activity guidelines for children 0-5 years.

Department of Health and Aged Care (2021). Physical activity and exercise guidelines for all Aus-
tralians. Retrieved from https://www.health.gov.au/topics/physical-activity-and-exercise/physical-activity-and-
exercise-guidelines-for-all-australians

Dugdill, L., Crone, D., & Murphy, R. (2009). Physical Activity and Health Promotion: Evidence-Based Approaches
to Practice. Chichester, West Sussex: Blackwell.

Hardman, A. E., & Stensel, D. J. (2009). Physical Activity and Health: The Evidence Explained (2nd ed.). London:
Routledge.

28
Hopper, C. A., Fisher, B., & Munoz, K. D. (2008). Physical Activity and Nutrition for Health. Champaign, IL:
Human Kinetics.

National Health and Medical Research Council (2013) Australian Dietary Guidelines Summary. Canberra: National
Health and Medical Research Council.

Sacks, G, & Schultz, S (2021). No, it’s not just a lack of control that makes Australians overweight. Here’s what’s
driving our unhealthy food habits. The Conversation.

World Health Organization (2022). Noncommunicable diseases. Retreieved from https://www.who.int/news-

room/fact-sheets/detail/noncommunicable-diseases

29