To describe a successful approach to teaching principles and practices of behaviour change through a behaviour change plan (BCP) initiative to improve personal health while advancing health knowledge and general education intellectual skills. Students’ perspectives of obstacles, behaviours important towards goal attainment and the benefits of the BCP were also explored. The paper illustrates the feasibility, utility and various challenges of theory-based BCPs within a limited context.

A one-group posttest-only design was utilised to conduct quantitative analysis of reported BCP success and qualitative evaluation of students’ perspectives. Participants were 145 students enrolled in eight sections of a required freshman-level health education/general education course.

Students set and tracked a nutrition, fitness, sleep, smoking cessation or spirituality goal. They strategised to mitigate anticipated challenges, established support systems, rewards, self-assessed progress, described corresponding implications, reviewed evidence-based research and wrote reflections. Goal achievement data were tabulated for each focus area, and report narratives distilled into common themes.

Among 145 students, 71 set fitness goals (55% achieved, 39% partially achieved, 11.3% did not achieve) and 63 set nutrition goals (63.5% achieved, 27% partially achieved, 8% did not achieve). Commonly reported barriers were lack of time, laziness/apathy/boredom, discouragement, temptations and sickness/injury/pain. Behaviours important to goal attainment were utilising time management, enlisting support or competition, using visual cues, trying something new, re-adjusting expectations, removing temptations and using rewards. Benefits included physical, psychological and financial types. Final reflections showed students would use the BCP process again.

This approach to teaching health behaviour change provides real-life opportunity for planning, practising and prioritising wellness. Grounded in behaviour therapy, and framed by the Transtheoretical Model for Behaviour Change and essential health education and general education intellectual outcomes, this BCP highlights the inherent link between personal health principles and liberal learning outcomes. It may be adopted or refined by health educators willing to engage in this type of student-centred learning.