hey Maya I really like how you highlighted the importance of giving students ownership over their learning while still providing structure and support. It’s true that when students feel like they have a say in their education, they’re much more engaged and motivated. Your example of letting students choose between different physical activities in a P.E. class is a great way to show how student-centered learning can be applied in real life.I also appreciate your point about different learning styles and how teachers can adapt their approach to meet students’ needs. Gathering feedback through surveys or discussions is such a simple but effective way to make sure students feel heard and supported. The idea of one-on-one check-ins is especially valuable—it not only helps students stay on track but also builds stronger relationships between teachers and students.Collaboration is another key aspect you touched on, and I completely agree! Group work, peer discussions, and interactive activities make learning more dynamic and help students build important communication and teamwork skills.

Hey gatez Your perspective on physical literacy and QDPE is really well thought out! I completely agree that developing physical literacy early on helps people stay active for life. It’s great that you highlighted how QDPE makes physical activity fun and inclusive—too often, gym class can feel intimidating for some students. I also liked your point about understanding why exercise is important, not just how to do it. That kind of knowledge makes a huge difference in long-term engagement. Your post does a great job emphasizing why P.E. teachers should focus on creating positive experiences for all students. Well done!

Hey Sierra Your reflection shows a really good understanding of how physical and health education is about more than just fitness it’s about helping students feel confident, stay motivated, and enjoy movement for life. It’s great to see how your view has changed and how you now see the importance of making PE fun, inclusive, and accessible for everyone.I really like how you talked about Quality Daily Physical Education (QDPE) and the challenges schools face, like not enough space, trained teachers, or time. Noticing these problems shows that you’re thinking about how to make PE better for all students. Your goal of advocating for better PE programs is inspiring and will help a lot of kids in the future.your reflection shows how much you’ve learned and grown in this class. It’s clear that you care about making PE a positive experience for every student, and that’s going to make a big difference when you become a teacher!

Hey Olivia As a track athlete, this topic resonates with me on a personal level. Sleep has a huge impact on my training, recovery, and overall performance. Quality rest is essential for muscle repair, reaction time, and endurance—all of which are crucial in track and field. When I don’t get enough sleep, I notice slower recovery, decreased motivation, and even a higher risk of injury. Connecting this to physical literacy and healthy living, understanding how sleep affects athletic performance allows me to make better choices for my training and well-being. Since many university students, especially student-athletes, struggle with balancing academics, social life, and sports, addressing the importance of sleep is not just relevant but necessary for optimizing both health and performance.

Hey Callum Your group’s focus on the impact of sleep on athletic performance and overall health is an excellent choice for the Health Competency Seminar. Sleep is such a critical yet often underestimated aspect of health, and your topic ties in perfectly with the broader themes of Active Health. I especially appreciate how you’ve connected sleep to physical literacy, healthy living, and mental well-being—it really highlights how interconnected these areas are.The point you made about sleep being essential for muscle recovery, coordination, and injury prevention is spot on. As athletes or even just active individuals, we often prioritize training and nutrition but forget that sleep is just as important for performance. I also think your emphasis on how poor sleep can lead to decreased physical activity and increased injury risk is something many of us can relate to, especially as university students juggling so many commitmentsOne thing I’d love to hear more about is how your group plans to address the challenges students face in maintaining good sleep habits. For example, do you have strategies for balancing academics, social life, and athletics while still prioritizing sleep? I think that would be really helpful for our peers.

Hey bri Your reflection on the BC Curriculum, UDL, and Physical and Health Education is so thoughtful! I love how you connected your own experiences to your teaching goals—it really shows your passion for education. Your explanation of the BC Curriculum was clear, and it’s great that you’re already thinking about how to use it to create meaningful lessons.The part about UDL stood out to me too. Your example of using different teaching methods (like verbal, physical, and visual) in PHE is such a practical way to include everyone. It’s awesome how excited you are to tackle this challenge and make learning accessible for all students.I also really liked how you’ve grown to see PHE as more than just physical skills. Focusing on mental health, nutrition, and overall well-being shows how much you care about your future students’ holistic development.

Hey Keaton Your group’s topic on social media’s impact on youth mental health is so relevant and important. I completely agree that it’s becoming a bigger issue as social media grows. Your personal experience with seeing its influence and the harm it can cause really adds depth to why this topic matters. It’s true that teachers play a huge role in supporting students through these challenges, whether it’s dealing with addiction or helping someone through a viral image situation.I also love your idea of teaching good social media habits and promoting balance. It’s such a practical way to help students navigate this tricky part of their lives. And your point about making lessons engaging—like your physics teacher with the potato cannon—is spot on. Hands-on, visual examples really do make learning more interesting and memorable.Great choice of topic, and I’m excited to see how your group tackles it!

Hey Nya Your explanation of the Comprehensive School Health (CSH) framework and its 4 pillars is really clear and thoughtful. I love how you highlighted the importance of creating a positive school environment for students’ mental, physical, emotional, and social well-being. It’s so true that students spend so much time in school, and the environment there plays a huge role in their development and success.Your personal example of being a swim teacher and helping kids overcome their fears is inspiring. It’s amazing how much trust and encouragement can make a difference in a student’s confidence and growth. I can tell you really care about creating a supportive environment where students can thrive, and that’s exactly what CSH is all about.Great job connecting the 4 pillars to your teaching philosophy—it’s clear you’re going to make a positive impact as a teacher!

Throughout EPHE 246, one of the most valuable concepts I have learned is the Four Pillars of Comprehensive School Health (CSH). Before this course, I had little knowledge of this framework, but now I understand how essential it is in creating a well-rounded approach to physical and health education. The Four Pillars, Social and Physical Environment, Teaching and Learning, Healthy School Policy, and Partnerships and Services have changed the way I think about health education and how I will approach it in the future.

Initially, I believed that physical and health education was mostly about teaching students how to be active and make healthy choices. However, learning about the CSH framework helped me see that true health education goes beyond just physical activity and nutrition. It involves creating a positive school environment, integrating health into school policies, and working with families and communities to support student well-being. This realization was eye-opening because it highlighted gaps in traditional health education approaches that I had not considered before.

The pillar that stood out to me the most was Social and Physical Environment. I now recognize that factors such as a supportive school culture, access to safe play spaces, and positive peer relationships all play a crucial role in shaping students’ overall well-being. Without these, even the best lesson plans on health and fitness may not have a lasting impact. As a future teacher, I want to ensure that my classroom and school environment encourage healthy behaviors by fostering inclusivity, accessibility, and student engagement.

Understanding the CSH framework has also influenced how I view the role of teachers in promoting health. It is not just about delivering lesson, it is about advocating for school wide initiatives, collaborating with other educators, and connecting with families to reinforce healthy habits beyond the classroom. This knowledge will shape my approach as a physical and health educator, ensuring that I consider all aspects of student health rather than focusing solely on physical activity and sports.

Moving forward, I plan to incorporate the Four Pillars into my teaching by creating lessons that align with broader school health policies, advocating for supportive school environments, and engaging with community resources to enhance student well-being. By applying this comprehensive approach, I hope to contribute to a more effective and meaningful physical and health education experience for my future students.

EPHE 246 has expanded my understanding of what it means to teach health and wellness. The Four Pillars of Comprehensive School Health have provided me with a new perspective, and I am excited to bring this knowledge into my future teaching career to create a more holistic and impactful learning experience for students.

Student-Centered Learning Approaches in Health Education

Introduction

When we think about learning, we often picture a teacher standing at the front of the room, delivering information while students take notes. But what if learning could be more engaging, more interactive, and more tailored to the students themselves? That’s where student-centered learning (SCL) comes in. Instead of just listening, students take an active role in their education, exploring topics in ways that make sense to them. In health education, this approach can help students connect lessons to their own lives, making learning more meaningful and impactful.

Making Learning More Student-Driven

Asking Questions Instead of Just Giving Answers

One great way to shift from teacher-led instruction to student-driven exploration is through inquiry-based learning (IBL). Instead of simply presenting information, educators can ask thought-provoking questions and let students research, analyze, and present their findings. For example, in a lesson on sleep health, students could track their own sleep patterns, compare them to recommended guidelines, and discuss how their sleep habits affect their energy levels and mood (Prince & Felder, 2006). This hands-on approach makes the learning experience personal and relevant.

Learning Through Real-World Problems

Another effective strategy is problem-based learning (PBL), where students work together to solve real-life challenges. In a health education class, students might investigate the effects of poor sleep on academic performance and brainstorm solutions, like creating a school-wide sleep awareness campaign. This type of learning encourages critical thinking, teamwork, and practical application of knowledge (Barrows, 1986).

Letting Students Teach Each Other

Students learn best when they’re engaged in discussion and collaboration. That’s why peer teaching can be so powerful. Instead of a teacher explaining everything, students can take turns leading discussions, presenting research, or debating health-related issues. Studies show that when students teach concepts to their peers, they retain the information better and develop stronger critical thinking skills (Mazur, 1997). Imagine students breaking into small groups to discuss different aspects of health—like nutrition, physical activity, or mental well-being—then sharing their findings with the class. This not only reinforces their understanding but also builds communication and teamwork skills.

Making Learning Personal and Flexible

Everyone learns differently, so it’s important to offer multiple ways for students to engage with the material. Some might benefit from hands-on activities, while others might prefer reading articles or watching videos. Technology can also help personalize learning—interactive apps and online modules allow students to explore topics at their own pace (Bonk & Cunningham, 1998). For example, an online quiz about sleep habits could give students instant feedback and customized recommendations for improving their rest.

Creating a Supportive Learning Environment

To truly embrace student-centered learning, educators need to create a classroom environment where students feel comfortable taking an active role in their education. Here’s how:

Give students a choice – Let them select topics or projects that interest them.

 Encourage reflexion- Ask students to connect what they’re learning to their own experiences.

 Have a positive classroom– Create an atmosphere where students feel safe to share ideas and collaborate.

 Use on going feed back– Instead of just giving grades, provide opportunities for discussion and self-assessment (Black & Wiliam, 1998).

Conclusion

Student-centered learning isn’t just about making lessons more engaging—it’s about giving students ownership over their education. By using strategies like inquiry-based learning, problem-solving activities, peer teaching, and personalized learning, educators can create dynamic and meaningful health education experiences. When students feel involved and empowered, they’re more likely to retain information and develop lifelong healthy habits.

References

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. John Wiley & Sons.

Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481-486.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. Electronic Collaborators, 25-50.

Mazur, E. (1997). Peer Instruction: A User’s Manual. Prentice Hall.

Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.