What is FUSED?
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WHAT is FUSED?
‘THE’ FUSED Technique is a pedagogical approach to teaching K-12 health education blending the best aspects from the Standards-based Health Education and the Skills-based Health Teaching models. The most current recommended teaching approach, from SHAPE America, for teaching K-12 health is “Skill-Based Health Education.” However, as previously stated, a common challenge we see is that the gap between the standards- and skill-based unit topics is too wide. Many health educators struggle to wrap their heads around transitioning from content units to exclusively skill units. To help mitigate that problem, we developed an eclectic approach that will act as a bridge between the models that connect the Standards-Based and Skill-Based most effective practices. ‘THE’ FUSED Technique was created for this reason.
The name FUSED is an acronym that stands for
Functional (Data-Driven) Information
Using HBOs &
Skill-based cues
Engaging teaching strategies for
Daily application developing health literate K-12 students
THE FUSED Technique Basics
THE FUSED Technique Basics
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THE FUSED technique, at its most basic level, suggests using two standards, each with its corresponding performance indicator, per lesson. Always using Standard 1: Functional Health Information, and one of the skill standards 2-8. There are some additional characteristics that FUSED recommends:
Used Planned and Sequential Curriculum
districts/schools have developed and shared a vertical alignment or pacing guides based on health standards
Comprehensively addresses the state statutes
Knowing and following the state requirements for teaching health
Relevant to Students
Four factors contribute to making content relevant:
Data Driven (Minnesota Student Survey [MSS] or YRBSS, school data, community data, news stories, etc.)
Tied to Unit of Instruction
Age-Appropriate Examples
Content and topics are representative of ALL students
Use Participatory Methods
Using Gradual-Release of Responsibility
Active and Cooperative learning techniques
80/20 (students are actively involved in 80% of the class activities; the teacher facilitates and can use direct teaching styles for smaller segments that can add up to 20%)
Develops Skill Proficiency
Used skill cues through performance-based activities such as scenarios
Fosters Health-Enhancing Attitudes
Asset-based teaching
Focus is on harm reduction, low-risk choices, and delaying experimentation
Builds Functional Knowledge
Includes functional information that converts to functional knowledge.
Functional Information means usable, applicable, and relevant. It is not arbitrary or extensive. It is the context in which the skills will be taught and the base for developing functional knowledge (Benes & Alperin, 2022)
Functional knowledge is the outcome of internalizing and applying functional information, enabling students to retrieve and apply the concepts when appropriate (Benes & Alplerin, 2022).
Image created by FUSED in Canva Magic
Images created by FUSED in Canva Magic
Why use FUSED Technique?
Why use FUSED Technique?
Skill-Based teaches Life skills WITH Content
Skill-Based teaches Life skills WITH Content
It is not just content anymore!
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How to Teach Skill-Based CUE
How to Teach Skill-Based CUE
FUSED Cue Review!!!
FUSED Cue Review!!!
Step A: Tie in learning objectives when introducing lesson content and CUEs with definition and relevance.
Step B: Present the CUEs.
Step C: Model the CUE and demonstrate how to use the CUE within the lesson content.
Step D: Practice the CUE (Large Group- We do) and provide feedback on how the CUE was used within the lesson content: Check for Miss-Understanding (C4Miss-U).
Step E: Practice (Small Groups- Ya'll do) and provide feedback on how the CUE was used within the lesson content: C4Miss-U.
Step F: Continue Practice (Large group- Small groups - Individual) and provide feedback on how the CUE was used within the lesson content: C4Miss-U.
Step G: Assess Mastery of CUE and lesson content with congruent feedback.
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Make Learning VISIBLE through ASSSESSMENTS!
Make Learning VISIBLE through ASSSESSMENTS!
Check for Miss-Understanding (C4Miss-U)
Check for Miss-Understanding (C4Miss-U)
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To learn more on "Teaching Health Education using the FUSED Model",
To learn more on "Teaching Health Education using the FUSED Model",
please refer to the articles posted below:
please refer to the articles posted below:
Foundational Documents and Resources to Engage Healthy Learners: A Six-Part Health Education Mini-Series
Foundational Documents and Resources to Engage Healthy Learners: A Six-Part Health Education Mini-Series
This is a mini-series of articles submitted to JOPERD; many rewrites are in progress.
When the published date is known, the website will share links to the published articles.
THE FUSED health education series was developed as a one-stop guide for developing a quality curriculum for teaching health education. This first, two-part article introduces a new approach to teac...
doi.org
Ford, K. M., & Knutson, J. M. (2024). Series Introduction. Journal of Physical Education, Recreation & Dance, 95(8), 8–9. https://doi.org/10.1080/07303084.2024.2411899
THE FUSED health education series was developed as a one-stop guide for developing a quality curriculum for teaching health education. This first, two-part article introduces a new approach to teac...
doi.org
Ford, K. M., & Knutson, J. M. (2024). Introducing THE FUSED Technique to Teaching Health Education—Part 1. Journal of Physical Education, Recreation & Dance, 95(8), 10–18. https://doi.org/10.1080/07303084.2024.2373201
Part 1 of this article described THE FUSED Technique (Ford & Knutson, 2024) as a new pedagogical approach to teaching K–12 health education, blending or fusing the best aspects from the standards-b...
doi.org
Ford, K. M., & Knutson, J. M. (2024). Introducing The FUSED Technique to Teaching Health Education—Part 2. Journal of Physical Education, Recreation & Dance, 95(8), 19–26. https://doi.org/10.1080/07303084.2024.2375954
When designing a curriculum, researching lessons, or providing quality information in a health class, where does one even start? Many people recommend starting by looking at professional organizati...
doi.org
Ford, K. M., & Knutson, J. M. (2024). Let’s Have a SPA Day Every Day! Organizations and Specialized Professional Associations. Journal of Physical Education, Recreation & Dance, 95(9), 14–20. https://doi.org/10.1080/07303084.2024.2396292
As part of THE FUSED Health Education Series, this article takes a deep dive into the Centers for Disease Control and Prevention’s (CDC) 15 Characteristics of Effective Health Education Curriculum....
doi.org
Ford, K. M., & Knutson, J. M. (2025). Adding Character to Our Health Education Curriculum—Part 1. Journal of Physical Education, Recreation & Dance, 96(1), 53–62. https://doi.org/10.1080/07303084.2024.2418054
As part of THE FUSED Health Education Series, this article takes a deep dive into the Centers for Disease Control's 15 Characteristics of Effective Health Education Curriculum. The Characteristics ...
doi.org
Ford, K. M., & Knutson, J. M. (2025). Adding Character to Our Health Education Curriculum—Part 2. Journal of Physical Education, Recreation & Dance, 96(2), 54–64. https://doi.org/10.1080/07303084.2024.2438023
As part of THE FUSED Health Education Series, this article takes a deep dive into the Centers for Disease Control’s 15 Characteristics of Effective Health Education Curriculum. The Characteristics ...
doi.org
Ford, K. M., & Knutson, J. M. (2025). Adding Character to Our Health Education Curriculum and Lessons — Part 3. Journal of Physical Education, Recreation & Dance, 96(3), 42–52. https://doi.org/10.1080/07303084.2024.2446443
Standards, Statutes, & Data, Oh My!
Standards, Statutes, & Data, Oh My!
As part of the FUSED Health Education Series, this article outlines three critical health curriculum development and design aspects: standards, statutes, and data. Important documents and resources are provided for each element supporting and advocating health education. All health educators must familiarize themselves with and incorporate these aspects before starting to design a health education curriculum, as combining these critical aspects is an essential part of the curriculum-design process when building a FUSED unit. This article highlights the practice of being “purposeful and intentional” by designing a curriculum with specific lessons and activities grounded in the current standards, laws, and data-based statistics outlining students’ needs.
Ford, K. M., & Knutson, J. M. (2025). Standards, Statutes, and Data for Curriculum Development. Journal of Physical Education, Recreation & Dance, 96(4), 46–56. https://doi.org/10.1080/07303084.2025.2455710
Coming Soon!
Coming Soon!
THE FUSED Health Education Series
Making Learning Visible in Health Classes - Assessments in a Health Class
Making Learning Visible in Health Classes - Assessments in a Health Class
THE FUSED Health Education Series
A Tour of THE FUSED Toolbox Website
A Tour of THE FUSED Toolbox Website
THE FUSED Health Education Series
AI-Powered Teaching and Learning in Health Education: Navigating Innovation and Ethics
AI-Powered Teaching and Learning in Health Education: Navigating Innovation and Ethics
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