Introduction to Health and Wellness

Health, University Transition, and Social Determinants of Health – Lecture Notes

1) Welcome, context, and transition to university life

Instructor acknowledges a busy start: multiple weeks of classes, a lot of walking between buildings, and the reality of juggling coursework.
Emphasis on easing into university life and recognizing that the transition is different from high school.
This course aims to address both content and the transition to university life (not only the biology/health content).

2) Instructor role and program overview

Associate Dean of Academics in Human Kinetics; works with the Dean on courses, programs, and academic integrity.
Sees this class as a transition-focused course to help students adapt to university life.
Importance of student engagement: engaged students get more out of their degree.
Cengage program (engagement for 1st and 2nd year students):
- 5–10 research-lab positions available for HK students (only for HK students).
- Areas and researchers involved:
- Dr. Anders: concussion work.
- Dr. Bain and Dr. Carrata: heat acclimatization (body responses to intense heat).
- Dr. Biondi: autonomous driving research (owns a Tesla on campus).
- Dr. Van White: hand blood pressure in Black individuals.
- Community-based opportunities and the PEAK program (Physically Engaged and Active Kids): Saturday morning programming for 8–12 year olds.
- Lance and Recreation opportunities; sport science and testing applications for athletes; possible Sport Performance Assistant roles.
- Varsity opportunities: two positions with the women's hockey team and the men's basketball team.
- All positions involve voluntary effort: about 5 hours per week (volunteering).
- How to apply: statement of interest and resume via the QR code or Brightspace; details posted after class.
Sport Industry Conference (Nov 1): student-led initiative; volunteers needed to help organize; QR code provided to contact organizers; faculty not involved in this event.
New in-class Engagement Learning Opportunity (ELO):
- If you answer in-class questions (e.g., where you’re from, activities you like), you can earn 2% (if you answered ≥14 questions).
- No reflection or submission needed; at term end, performance reviewed.
Readings and resources:
- Readings with underlined sections are required; library copies available for free (no need to purchase all texts).
- Brightspace hosts the course schedule and readings; underlined portions indicate required sections.
Course materials delivery:
- Lecture is recorded with AI and posted as a summary on Brightspace every day; not meant to be the sole notes, but a study outline.
Note-taking philosophy: how students should approach notes
- Notetaking is about identifying what's important, listening to the speaker, and writing down key points.
- Students should develop their own shorthand/code; examples include using the delta symbol for change, pictures, and simple icons.
- Notes can be on pen-and-paper or devices; each student should find a method that works for them.
- The instructor uses pictures and icons to illustrate concepts; it’s okay if someone’s notes look different from another’s.
- The goal is to capture essential ideas, not to transcribe everything on slides.

3) Today’s plan: health, university students, and social determinants

Today's focus: university-aged health, how to define health, how health is measured, and social determinants of health.
First required reading from the textbook (Figure 1.7 referenced) and page numbers will be provided; the figure is not in every edition, so the instructor notes page references when possible.
Thursday’s focus preview: wellness discussion—defining health and wellness in business or kinesiology contexts.

4) How would you define health?

Prompted in-class discussion; common responses include:
- Daily routine and balance
- Physical and emotional well-being
- Eating properly and maintaining balance
1947 WHO definition of health (long-standing reference):
- $ext{Health} = ext{complete physical, mental, and social well-being, not merely the absence of disease}$
- Emphasizes balance across physical, emotional, and social domains rather than just the absence of illness.
Implication: health is multi-dimensional; measurement should go beyond disease absence to include well-being and functioning.

5) How do we measure health?

Traditional clinical measures include medical tests, blood work, etc.—these largely reflect physical health.
Population-level measures include life expectancy and causes of death; also, morbidity (illness) indicators vs. mortality (death) indicators.
Important distinction: health is not only about staying alive but also about the quality of life and functioning (healthspan, not just lifespan).

6) Population health data and examples

Life expectancy trends across generations (global context): lifetime expectancy has generally risen; people born later tend to live longer than those born earlier.
Canada often ranks high in life expectancy compared to other countries; Windsor-Essex shows higher rates of certain diseases compared to the provincial average in Ontario.
- Leading causes of death in Canada: cancer and heart disease (circulatory diseases) are top contributors.
- Windsor-Essex patterns: cancer and circulatory diseases (heart disease/stroke) are prominent; respiratory illnesses and mental disorders also appear.
Happiness and well-being: Canada ranked 7th out of 156 countries in happiness; subfactors include income, healthy lifestyle, life expectancy, social support, freedom, trust, and generosity.
Health and happiness by region: older populations report higher happiness; Western provinces tend to score higher on happiness than Eastern provinces; Ontario and Quebec lower on average in these comparisons.
Health and life satisfaction are influenced by more than just personal choices; social determinants play a major role.

7) Health and quality of life: healthspan vs lifespan

Healthspan: the length of time a person lives with good health and without major illness or disability.
End-of-life considerations: different conditions or diseases contribute to the morbidity profile, which can influence healthspan.
Personal example: a parent who reaches 80 with manageable chronic conditions may have a very different healthspan than someone who ages with multiple, severe health issues.

8) The Blue Zones and nine common factors for healthy aging

Blue Zones: five global regions where people live longer and have a higher likelihood of reaching age 100 relative to North American averages; locations include: California (Loma Linda), Costa Rica, Italy, Greece, and Japan.
Concept: these communities share common lifestyle patterns that contribute to longevity, though not every zone has all patterns identically.
Nine common factors identified by researchers (not all zones have all nine; these are factors observed across the zones):
1) Move naturally: regular daily activity through normal living (walking, biking, active transportation).
2) Have a purpose in life: living toward a goal or having a clear direction and personal meaning.
3) Stress management: strategies to avoid chronic stress; an 80% rule is mentioned (not feeling perpetually full) as part of self-regulation.
4) Plant-based diet: emphasis on plant foods with reduced animal products.
5) Wine at five (social): regular social meals and gatherings that foster connection; not necessarily about alcohol but about social connection.
6) Belonging and faith/spirituality: a sense of belonging and spiritual or religious engagement.
7) Loved ones first: prioritizing family and close relationships.
8) Social connectedness and support networks: strong social ties provide support and resilience.
9) Supportive social circles: having a reliable network that offers encouragement and practical help.
Practical note: the speaker acknowledges potential methodological concerns with blue zones but uses the concept to illustrate how social and lifestyle factors influence health and longevity.
If you’re curious, there is a Netflix docuseries on Blue Zones for a broader take on these ideas.

9) Measuring causes of death and health in communities

Population data help us understand what people actually die from (mortality) and what illnesses people live with (morbidity).
Canada’s leading causes of death: cancer and heart disease (circulatory system issues).
Local differences (Windsor-Essex vs Ontario): higher incidence of certain cancers and heart-related illnesses in Windsor-Essex relative to the provincial average; also, mental health and respiratory issues features in the local data.

10) Social determinants of health (SDH)

SDH are conditions in which people are born, grow, live, work, and age, including the health system; they are not direct medical treatments or lifestyle choices.
The instructor emphasizes a cheat sheet on Brightspace listing the SDH (supplemental material beyond the textbook).
Primary factors shaping Canadian health (non-medical living conditions):
- The instructor lists about a dozen determinants and notes there are 12 official determinants to consider in the course materials:
  1) Income
  2) Social support networks in Canada
  3) Education and literacy
  4) Employment and working conditions
  5) Health services (access to care)
  6) Gender
  7) Where you live (geography, housing)
  8) Social environments
  9) Physical environments
  10) Personal health practices and coping skills
  11) Healthy childhood development
  12) Biological endowment/genetic factors
Key takeaway: education is highlighted as a particularly influential determinant because it drives higher income, better occupation opportunities, and greater access to health resources; education acts as a lever for improving many other determinants.
The importance of systems-level supports: unemployment insurance and other social safety nets exist in Canada to reduce stress from job loss and to facilitate re-entry into work, illustrating how social policies influence health outcomes.
The role of development: early childhood conditions (first six months of life) can influence long-term health trajectories, a reminder that health is rooted in early environments as well as ongoing lifestyle choices.
Theoretical note: health trajectories are shaped by a combination of personal behavior and structural/contextual factors (economic, social, environmental, policy-driven).

11) A classroom activity: The Life game analogy

The instructor uses a “Game of Life” card exercise to illustrate how identical injuries affect students differently based on their life situation (resources, support, housing, transportation, etc.).
Cards described (summarized):
- Blue card: First-year undergrad; parents pay tuition; part-time job ~8 hours/week; limited expenses (car insurance, gas, cell phone).
- Red card: First-year undergrad; parents pay tuition but not other expenses; part-time job ~15–20 hours/week; expenses include rent, food, public transit.
- Green card (OSAC student): First-year undergrad; on-campus tour guide ~10 hours/week; weekend duties ~12–15 hours; other costs described.
- Orange card: First-year undergrad on the Lancer basketball team; parents pay tuition, but student pays rent, car payments, insurance, gas, and cell phone; works only during the summer.
Purpose: to make students consider how location, income sources, transportation, and time commitments influence daily life, attendance, and overall health.
Takeaway: health and success are influenced by social determinants; a simple injury or illness can have different consequences based on living circumstances.

12) Practical implications and Thursday preview

The Thursday session will focus on wellness in the context of health and how to define health and wellness in business and kinesiology.
The instructor invites students to reflect on their own health and determinants, and to consider how social determinants might be addressed in real life or policy contexts.

13) Quick reminders and resources

In-class attendance and engagement can yield tangible course credit (ELO).
Readings: underlined sections in the textbook are required; library copies available for free; you can access the Brightspace content for the schedule and reading list.
If you’re outside HK, certain engagement opportunities may be limited; most opportunities described are available to HK students.
Brightspace will host the QR codes and contacts for opportunities (Cengage labs, sport conference organizers, etc.).

14) Key quotes and takeaways

“Health is the backbone of life.” Without health, you cannot engage in family, school, work, or social activities.
Health is more than absence of disease; it includes physical, emotional, and social well-being (WHO, 1947).
Education is the most influential determinant of health because it cascades into income, occupation, access to medical care, and neighborhood conditions.
Population data show that happiness and well-being are high in Canada, especially among older populations; social and structural factors shape these outcomes.
The Blue Zones concept provides a framework for identifying lifestyle patterns that contribute to longevity, emphasizing movement, purpose, diet, social ties, and meaningful living.

15) Appendix: figures and references cited in class

Figure 1.7: referenced in the textbook for health measurement discussions (page numbers provided when available).
Figure 1.1: health measures, death rates, and causes of death comparison (Canada vs Windsor-Essex).
National College Health Assessment (Canada data, 2016): ~44,000 Canadian university students surveyed; top academic-impact factors include stress, anxiety, sleep difficulties, and other lifestyle factors like video games.
Documentary reference: Blue Zones docuseries on Netflix (informational, not a substitute for primary research).

16) Summary of important takeaways for exam preparation

Health is multi-dimensional and defined as complete physical, mental, and social well-being, not merely the absence of disease.
Health measurements include morbidity, mortality, life expectancy, and quality of life (healthspan).
Population health highlights: major causes of death, happiness rankings, and regional health differences in Canada.
Social determinants of health include a broad set of factors beyond individual choices; education is a key lever for better health outcomes.
Blue Zones offer a practical lens to examine daily habits that contribute to longevity, with nine shared factors.
Real-world implications: policies and supports (employment insurance, health system access) can materially affect individual health trajectories.
Active engagement (labs, conferences, and volunteering) enhances learning and career development in kinesiology and health sciences.