Curriculum Integration Kernel

Curriculum Integration Statement

The goal of curriculum integration into Fitness and Health Promotion is to make students aware, educate them, and to allow them to internalize the three pillars: Truth and Reconciliation, Equity, Diversity and Inclusion, and Sustainability. These three pillars hold a natural place in the curriculum and are applicable to their chosen field and interests. By weaving the pillars through this program, students can incorporate these core themes into their formal learning, placement, and more importantly, their personal values.

Setting the Context

The curriculum integration goal is to place more emphasis on the aging population throughout the program. Weaving the topics of ageism and ageist biases through engaging activities could be effective in the following courses:

• FHP 201: Exercise Physiology and Life Diseases
• FHP 307: Assessment II
• FHP 205: Special Populations
• FHP 401: Exercise Prescriptions II
• FHP 407: Placement Internship

Fitness professionals may unconsciously hold biases that lead them to underestimate the capabilities of older adults, assuming that they should avoid vigorous activity or remain sedentary. These misconceptions can result in overly conservative exercise plans that fail to support optimal health and disease recovery. In reality, regular exercise – especially outdoor exercise – offers significant benefits for older adults including improved cardiovascular health, enhanced muscle strength and bone density, better balance and fall prevention, increase cognitive function, reduced risk of chronic diseases, and more. By recognizing and challenging these biases, fitness professionals can design inclusive, evidence-based programs that empower older people to stay active and healthy.

Activity details

Purpose

This myth-busting activity is intended to help students critically examine common ageist myths in fitness and health and develop inclusive fitness plans grounded in evidence-based perspectives.

Learning Objectives

• Challenge common myths about aging and exercise
• Apply exercise physiology principles to debunk misconceptions
• Promote inclusive practices in fitness programming for older adults

1. Introduction (10 minutes)

Using Mentimeter, mapping techniques, or think-pair-share, ask students to identify as many examples of myths about ageing that they are aware of.

Examples include:

• Older adults shouldn’t lift weights
• Exercise is dangerous for seniors
• Older adults can’t build muscle
• Cardio is too risky for seniors
• Flexibility and balance can’t improve after 60

Consider expanding this introduction by inviting students to explore relevant resources mentioned above.

2. Brief lecture on ageism and its impact on health promotion (10 minutes)

Suggested topics:

What is ageism and why does it matter in fitness? Physiological reality vs. ageist myths – provide facts that contradict the myth:

• Myth: Older adults cannot build muscle (Fact: Resistance training improves muscle strength and bone density at any age)
• Myth: Cardio is too risky for seniors (Fact: Aerobic exercise reduces cardiovascular risk and improves VO2 max even in older populations)
• Myth: Flexibility and balance cannot improve after 60 (Fact: Targeted programs enhance mobility and reduce fall risk)

Cultural differences with respect to aging and exercise that can lead to stereotyping. (This could be its own lecture but should be acknowledged at this time using an intersectional lens.)

Impact on health promotion (ageist attitudes discourage older adults from engaging in physical activity, increasing risk of chronic disease, frailty, and social isolation).

Benefits of regular exercise for older adults--Case study on the Unionville Commons Seniors Hub

Call to action for health promotion professionals

Check your assumptions: Are you limiting exercise intensity because of age or actual health status?

Use evidence-based guidelines: ACSM and Canadian recommendations support strength, aerobic, and balance training for older adults.

Promote outdoor activity when possible for added mental health and vitamin D benefits.

3. Sample Group Activity (30-40 minutes)

Divide students into groups of 3-5.

1. Each group receives 2-3 myths related to ageing and exercise. Invite students to consider cultural stereotypes that might shape exercise habits and health outcomes.
2. Groups will research or recall physiological principles related to the myth (e.g., muscle adaptation, cardiovascular response, hormonal changes).
3. Groups will prepare a fact-based rebuttal for each myth.
4. Groups will propose inclusive messaging that replaces the myth.

4. Presentation & Discussion (20-30 minutes)

• Each group presents their myths, evidence-based responses and inclusive approaches.
• Instructor facilitates discussion: How do these myths influence exercise prescription? What strategies can fitness professionals use to counter ageism?

5. Wrap-Up (10 minutes)

Summarize the inclusive approaches and ask students to complete a one-minute reflection on which myth they held and if/why they feel differently now.

Follow-up Assignment Idea

Consider a follow-up group assignment that builds upon these proposed solutions in the form of a bias checklist for an exercise program being developed by students.

A Bias Checklist Example:

• Am I assuming limitations based on age rather than evidence?
• Am I considering the individual’s health status and goals rather than stereotypes?
• Is the program progressive and challenging without being overly cautious?
• Does my language empower the client rather than reinforce dependency?
• Am I including strength, balance and aerobic comments as recommended by guidelines?

Note: This list is a suggestion only and is meant for inspiration. It would need to be reviewed and refined to meet the needs of learners in specific courses.

Relevant Resources

• Active Aging Canada's Myths about Exercise and Aging
• HUR Canada's Age is Just a Number: Breaking Down 6 Myths about Exercise for Seniors
• Unionville Common's Seniors Hub

Summary

In this activity, students brainstorm common myths about ageing and exercise. After a brief lecture, the professor instructs students to research physiological evidence that debunk specific myths and creates inclusive messaging to replace them. After groups present their findings the class engages in a discussion on how myths shape fitness practices. Students are invited to develop a bias awareness checklist and apply that to their upcoming exercise program for older adults.

Relevant Resources

• Active Aging Canada's Myths about Exercise and Aging
• HUR Canada's Age is Just a Number: Breaking Down 6 Myths about Exercise for Seniors
• Unionville Commons Seniors Hub (an example of exercise programming that responds to demographic changes in communities)

Acknowledgement

Thank you for John Andreucci, curriculum faculty champion in the Fitness and Health Promotion program, for the idea to help students understand ageism in exercise physiology.

References

Murphy, E., Fallon, A., Dukelow, T., & O’Neill, D. (2022). Don’t call me elderly: A review of medical journal’s use of ageist literature. European Geriatric Medicine, 13(4). 1007-1009. doi: 10.1007/s41999-022-00650-4 Myers, A.M. & Gonda, G. (2010, November 29). Research on physical activity in the elderly: Practical implications for program planning. Canadian Journal on Aging. GenAI Disclosure: Microsoft’s Copilot was used to generate activity ideas and examples (i.e., checklists). (Nov. 10, 2025)