Encouraging Creative Activity
This element explores the vital role of creative activity in promoting holistic health and well-being, including physical, mental, and social benefits. It examines the range of internal and external factors that shape an individual's willingness and ability to engage with creative pursuits, from personal confidence to environmental resources. The focus is then on applying person-centred communication and motivational techniques to effectively encourage increased participation, culminating in the practical skill of designing an inclusive and engaging creative activity tailored for peers.
Assessment criteria
Topic Overview
The RSPH Level 2 Award for Young Health Champions is a vocationally-related qualification designed for young people aged 14-19 who want to make a positive difference to health and wellbeing in their communities. It covers key public health topics such as mental health, healthy eating, physical activity, sexual health, and substance misuse. Students learn how to plan and deliver health campaigns, communicate health messages effectively, and evaluate the impact of their work. This qualification is ideal for those interested in careers in health, social care, youth work, or community development.
This award is part of the wider Health & Social Care curriculum and provides a practical foundation in public health principles. It emphasises peer education and empowerment, enabling young people to become advocates for health in their schools, colleges, or local areas. By completing the award, students develop transferable skills such as teamwork, communication, and project management, which are valuable for further study or employment. The qualification is recognised by employers and educational institutions as evidence of a commitment to improving health outcomes.
Mastering this topic matters because it equips students with the knowledge and confidence to address real-world health issues. Young Health Champions play a vital role in promoting healthy behaviours among their peers, reducing health inequalities, and contributing to the overall wellbeing of their communities. The qualification also supports personal development, helping students build resilience, empathy, and leadership skills that will serve them throughout their lives.
Key Concepts
Core ideas you must understand for this topic
- →Peer education: Using the influence of young people to deliver health messages to their peers, based on shared experiences and trust.
- →Health determinants: The social, economic, and environmental factors that influence health, such as income, education, and access to services.
- →Health campaign planning: The process of identifying a health issue, setting objectives, choosing appropriate methods (e.g., social media, workshops), and evaluating outcomes.
- →Safeguarding and confidentiality: Understanding when and how to protect young people's information and when to share concerns with appropriate adults.
- →Behaviour change models: Theories like the Health Belief Model or Stages of Change that explain how people adopt healthier behaviours.
Learning Objectives
What you need to know and understand
- Understand the health benefits of creative activityUnderstand factors that influence an individual's engagement with creative activityKnow how to encourage individuals to increase their level of creative activityUnderstand how to design a creative activity for your peers
- Understand the health benefits of creative activityUnderstand factors that influence an individual's engagement with creative activityKnow how to encourage individuals to increase their level of creative activityUnderstand how to design a creative activity for your peers
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for identifying and explaining at least two distinct health benefits of creative activity, such as reduced stress, enhanced cognitive function, improved self-esteem, or social connection.
- Award credit for analysing factors that influence engagement, demonstrating understanding of both intrinsic motivators (e.g., personal interests, past experiences) and extrinsic barriers (e.g., accessibility, cultural attitudes, availability of resources).
- Award credit for describing person-centred strategies to encourage creative activity, including active listening, offering choice, providing positive reinforcement, and adapting activities to individual needs and preferences.
- Award credit for producing a detailed creative activity plan for peers that includes clear objectives, step-by-step instructions, a list of required materials, and considerations for group dynamics and inclusivity.
- Award credit for demonstrating a clear understanding of at least three physical, mental, or social health benefits of creative activity, with examples.
- Credit should be given for identifying and explaining personal, social, and environmental factors that can either hinder or promote engagement in creative activities.
- Assessors should look for evidence of practical strategies to motivate peers, such as active listening, goal-setting, or adapting activities to individual preferences.
- When designing a creative activity, marking should reward a structured plan that includes clear aims, resources, health and safety considerations, and methods for evaluating success.
- Credit for applying a person-centred approach, showing how the activity can be tailored to meet diverse needs and abilities within a peer group.
Assessment Guidance
Guidance for achieving higher grades
- 💡When answering questions on health benefits, structure your response around the biopsychosocial model: mention physical, psychological, and social benefits with specific examples, such as 'creative writing can reduce anxiety by providing an emotional outlet'.
- 💡For factors influencing engagement, use a case study example to illustrate how a combination of internal factors (like lack of confidence) and external factors (like unavailability of materials) can interact; show you can suggest solutions for both.
- 💡To demonstrate how to encourage individuals, always link your chosen strategy (e.g., setting achievable goals, providing a supportive environment) to a specific barrier or motivational theory (e.g., self-determination theory) to show deeper understanding.
- 💡In the activity design task, ensure your plan is peer-focused: avoid treating peers as clients; mention how you would create a relaxed, non-judgmental atmosphere and encourage collaboration, as this is key to RSPH assessment principles.
- 💡When explaining health benefits, use the biopsychosocial model to structure your answer: physical (e.g., fine motor skills), psychological (e.g., mindfulness), and social (e.g., teamwork).
- 💡For factors influencing engagement, categorise them as personal (self-confidence, past experiences), social (peer pressure, family support), and environmental (access to materials, safe spaces).
- 💡To encourage peers, reference behaviour change theories like the COM-B model (Capability, Opportunity, Motivation) to show a systematic approach.
- 💡In your activity design, always include a risk assessment, even for low-risk activities, as it demonstrates professional awareness and safe practice.
- 💡Use clear, jargon-free language when presenting your activity plan to peers, and practise your communication skills to engage your audience effectively.
- 💡Use real examples from your own campaign work to illustrate your answers. Examiners value specific details about what you did, why you chose certain methods, and what you learned from evaluating the campaign.
- 💡Show understanding of how social determinants affect health. For example, when discussing healthy eating, mention factors like food deserts, cost, and cultural preferences rather than just saying 'eat more fruit and veg'.
- 💡Link your answers to the key principles of peer education: trust, relatability, and empowerment. Explain how being a young person yourself helps you connect with your audience in ways that adults might not.
Common Mistakes
Common errors to avoid in your coursework
- Focusing narrowly on physical health benefits (e.g., manual dexterity) while neglecting the significant mental and social health advantages, such as stress reduction and building relationships.
- Assuming that motivation for creative activity is the same for everyone; learners often overlook how factors like culture, age, and personal history deeply shape an individual's readiness to participate.
- Using a prescriptive or directive approach when encouraging others, rather than a facilitative style that empowers the individual to take ownership of their creative expression.
- Designing a creative activity without fully considering the diverse interests, abilities, and potential barriers of peers, leading to a plan that may not be inclusive or engaging for all participants.
- Confusing creative activity with artistic talent; many learners assume you must be 'good at art' to benefit, overlooking simple expressive activities like journalling, dancing, or gardening.
- Focusing solely on mental health benefits while neglecting the physical and social benefits, such as improved fine motor skills or reduced loneliness.
- Failing to consider barriers such as cost, time, accessibility, or cultural stigma, which can prevent peers from engaging in creative activities.
- Designing activities that are too complex or require specialist equipment, making them inaccessible for the intended peer group.
- Not evaluating the activity’s impact; learners often forget to include feedback mechanisms or personal reflection in their design.
- Misconception: Young Health Champions are expected to be experts in all health topics. Correction: The qualification focuses on being a peer supporter and signposter, not a medical professional. Champions should know their limits and refer complex issues to qualified adults.
- Misconception: Health campaigns always need to be large-scale to be effective. Correction: Small, targeted campaigns within a school or youth group can have a significant impact. The key is clear messaging and understanding the audience.
- Misconception: Confidentiality means never sharing any information. Correction: Confidentiality has limits, especially when there is a risk of harm to the young person or others. Champions must know when to break confidentiality and follow safeguarding procedures.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ROYAL SOCIETY FOR PUBLIC HEALTH Encouraging Creative Activity
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of health and wellbeing concepts, such as what constitutes a healthy lifestyle.
- •Familiarity with communication skills, including active listening and presenting information clearly.
- •Awareness of safeguarding principles, as the qualification involves working with potentially vulnerable peers.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand the health benefits of creative activityUnderstand factors that influence an individual's engagement with creative activityKnow how to encourage individuals to increase their level of creative activityUnderstand how to design a creative activity for your peers
- Understand the health benefits of creative activityUnderstand factors that influence an individual's engagement with creative activityKnow how to encourage individuals to increase their level of creative activityUnderstand how to design a creative activity for your peers
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