6: Problem-Based Learning in Health and Wellness

This chapter explores the integration of Problem-Based Learning (PBL) pedagogy within Health and Wellness courses in Kinesiology programs. It first establishes the centrality of health and wellness in kinesiology by drawing on the American Kinesiology Association’s core competencies that require graduates to understand the relationship between physical activity and health outcomes, evaluate research on chronic disease prevention, and design evidence-based wellness programs. Although PBL has been widely implemented in medical, nursing, and counseling education, its potential within Health and Wellness courses has received far less attention and deserves further exploration. The chapter outlines the five-stage PBL process—problem introduction, inquiry, self-directed study, hypothesis revision, and self-evaluation—and describes how this structure supports critical thinking, reflective practice, and authentic problem-solving skills essential for future health professionals. Three illustrative cases from undergraduate kinesiology programs demonstrate how PBL can be applied in practice: a Mo’okū’auhau (genealogy) research project focused on Indigenous approaches to health (University of Hawai’i at Hilo), a 10-week Health Behavior Change Challenge (Seattle University), and a community-engaged wellness project in partnership with Girls on the Run (Seattle University). The chapter concludes by advocating for broader adoption of PBL in Health and Wellness education and by calling for more research to strengthen the evidence base and inform best practices in this area.