Health & Physical Education
Tim Horan, Director of Athletics, Physical Education, Health & Recreation
(631) 930-1540
Tim Horan, Director of Athletics, Physical Education, Health & Recreation
(631) 930-1540
Health Education
West Islip High School Health Education Curriculum
NYS Health Education Standards
Standard 1- Personal Health and Fitness
1. Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.
Students:
• understand human growth and development throughout the life cycle
• demonstrate the necessary knowledge and skills to promote healthy development into adulthood
• apply prevention and risk reduction strategies which can delay the onset or reduce the risk of potential
health problems into adulthood
• evaluate how the multiple influences which affect health decisions and behaviors can be altered.
This is evident, for example, when students:
• analyze personal dietary patterns and develop dietary plans to meet changing nutritional requirements
• evaluate a case study to determine strategies for health enhancement and risk reduction
• identify the consequences associated with engaging in high risk behaviors which compromise health, such as smoking, violent behavior, or driving under the influence of alcohol/drugs
• identify the characteristics of social and emotional health which are critical to adulthood.
Standard 2- A Safe and Healthy Environment
1. Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.
Students:
• recognize hazardous conditions in the home, school, work place, and community and propose
solutions to eliminate or reduce them
• evaluate personal and social skills which contribute to health and safety of self and others
• recognize how individual behavior affects the quality of the environment.
This is evident, for example, when students:
• design and implement a plan to improve safety in the home, school, workplace or community
• use universal precautions and apply first aid, CPR. and other emergency procedures appropriately
• describe and demonstrate appropriate strategies to avoid or cope with potentially dangerous situations, such as dating violence or assault
• develop community approaches which enhance and protect the quality of the environment
• analyze how health laws, policies and regulations protect personal and environmental safety
• demonstrate ways to care for and show respect for self and others.
Standard 3- Resource Management
1. Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.
Students:
• demonstrate how to evaluate health information, products and services for validity and reliability
• analyze how cultural beliefs influence health behaviors and the use of health products and services
• demonstrate the ability to access community health services for self and others
• use technology and the media to promote positive health messages
• demonstrate advocacy skills in promoting individual, family and community health.
This is evident, for example, when students:
• identify local, state and federal agencies which provide health information and are regulating health products and services
• describe how to obtain health services appropriate for individual needs and how to refer friends and family members to appropriate health services or providers
• identify criteria to measure the accuracy, reliability and validity of claims for health care products and services
• design a media campaign which promotes a positive health message
• analyze how cultural diversity enriches and challenges health behaviors
• access the internet to assist in research for senior project.
Units of Study
1. Wellness Unit
• Introduction to health and wellness
• Bucket fillers
• Six Dimensions of wellness
• Wellness continuum
• Health Inventory
• Behavior changing
• Risk Taking
• Self-esteem
• Decision making
• Goal Planning
3. Alcohol, Tobacco, and Other Drugs Unit
• Who, what, when, where, why, and how of drug use
• Terms of use
• Patterns of use
• Pathway to addiction
• Tolerance
• Natural highs
• Refusal skills
• Tobacco
• Alcohol
• Marijuana
• Opioids
• Group projects for other drugs
5. Nutrition Unit
• Definition of healthy eating
• Food Plate
• Nutrients
• Food Journal
• Reading Food labels
• Dining out healthy choices
• Body Image
• Eating Disorders
2. Mental Health Unit
• Characteristics of mental health
• Rate your own mental health
• Mental Illnesses
• Bullying
• Personality development
• Emotional well being
• Stress
• Stress management (meditation)
• Conflict resolution
• Depression
• Suicide
• Listening /communication skills
4. Family Life/Sexuality Unit
• Relationships (Family, friends, dating)
• Abusive relationships/child abuse
• Reproductive systems
• Pregnancy and birth
• Teen pregnancy
• Parenting
• Abstinence
• Contraception/birth control
• Breast cancer/Testicular cancer
• STD’s/HIV prevention
• Harassment/date rape/rape
• Sexual Responsibility
• Gender Identity/DASA
6. CPR Unit
• Adult CPR
• Adult conscious/unconscious choking
• Rescue breathing
• Shock
• Adult AED
Physical Education
Physical Education:
Is a required and state mandated program that serves as an integral component in the entire educational process.
Is based upon the acquisition of knowledge, skills, attitudes and values that are the foundation for engaging in physical activity.
Is a well-planned, sequential, developmental and age appropriate education program that promotes physical, mental, emotional and social well-being.
Is based on physical activities performed in an active, caring and supportive atmosphere in which every student is challenged and successful.
Provides students with disabilities a learning environment that is modified, when necessary, to allow for maximum participation.
Is the art and science of human movement and physiology.
Recognizes the differences in ability, interests and emotions, strengths and weaknesses of students and will provide an environment in which optimal lifelong development can take place.
Should allow students to develop a lifelong commitment to their own physical well-being, health and fitness, with a clear emphasis on fun, lifelong physical activities.
Provides each student with the opportunity to become a responsible, confident, competent and independent decision maker that will allow him or her to lead a positive, healthy and active life.
Improve physical fitness by increasing cardio respiratory endurance, muscular strength, muscular endurance and flexibility.
Regulate and maintain weight.
Improved bone development and posture.
Reduce the risk of heart disease by counteracting the four major controllable risk factors of inactivity, high blood pressure, high cholesterol levels and smoking.
Acquire healthy active lifestyles and habits.
Improve academic performance, mental alertness, readiness to learn and enthusiasm for learning.
Improve self-esteem, interpersonal relationships, responsible behavior and independence.
Decrease the incidence of obesity, high blood pressure and diabetes.
Stimulate brain function and when integrated with interdisciplinary curriculum not only increases brain activity, but also provides more meaningful learning.
A Physically Educated Person…
HAS learned skills necessary to perform a variety of physical activities
·moves using concepts of body awareness, spatial awareness, effort and relationships.
·demonstrates competence in a variety of manipulative, locomotor and nonlocomotor skills.
·demonstrates competence in combinations of manipulative, locomotor, and nonlocomotor skills performed individually and with others.
·demonstrates competence in many different forms of physical activity.
·demonstrates proficiency in a few forms of physical activity.
·has learned how to learn new skills.
IS physically fit
·assesses, achieves and maintains physical fitness.
·designs safe personal fitness programs in accordance with principles of training and conditioning.
DOES participate regularly in physical activity
·participates in health enhancing physical activity at least three times a week.
·selects and regularly participates in lifetime physical activities.
KNOWS the implications of and the benefits from involvement in physical activities
·identifies the benefits, costs and obligations associated with regular participation in physical activity.
·recognizes the risk and safety factors associated with regular participation in physical activity.
·applies concepts and principles to the development of motor skills.
·understands that wellness involves more than being physically fit.
·knows the rules, strategies and appropriate behaviors for selected physical activities.
·recognizes that participation in physical activity can lead to multicultural and international understanding.
·understands that physical activity provides the opportunity for enjoyment, self-expression and communication.
VALUES physical activity and its contributions to a healthful life-style
·appreciates the relationships with others that result from participation in physical activity.
·respects the role that regular physical activity plays in the pursuit of lifelong health and well-being.
·cherishes the feelings that result from regular participation in physical activity
Adaptive and Modified Physical Education
The adaptive program is an alternative to the developmental program for students who have conditions which necessitate an individual program. A program offered for students with special needs, whether these needs are temporary or permanent. Students may move from a regular program to the special program, or vice versa. An individualized program of activity is designed for each participant with the assistance of the student’s physician where needed.
Click here for the HS Adaptive and Modified Physical Education Overview
Fitter, Faster, Stronger
The FFS Program is a total conditioning program for all students regardless of age or gender. The FFS program is designed to increase all aspects of personal fitness and athletic performance. It will make you jump higher, run faster, throw farther, hit harder and be more explosive. The FFS program develops the total student by using core weight training exercises, speed and agility exercises, along with flexibility and plyometric exercises. Grades 11 and 12; May take both semesters;
Introduction to Sports Science
Intro to Sports Science incorporates the traditional disciplines of anatomy, exercise physiology, biomechanics, nutrition and care and prevention of athletic injuries. Students will cover a range of core topics and carry out practical investigations in both laboratory and field settings which will provide a foundation for possible future employment pathways. This course will blend psychomotor, cognitive and affective domains.
Lifeguard Training
Students can receive half year PE credit and possibly earn a certification from American Red Cross in Lifeguarding, CPR for the Professional Rescuer, AED, and First Aid. The students must pass a rigorous swim entry test before being admitted into the course, including a 500 yard continuous swim. To earn Red Cross certification the student must pass a lifeguard skills test and three written exams.
Teen Health and Wellness
The course is designed to challenge teen thinking regarding modern health behaviors and consequences. Students will utilize knowledge from their previous health studies along with current events to think critically about important factors that impact the health of individuals and society. This course is designed to guide students to discover critical options that will enable them to make responsible decisions concerning personal health issues. Topics discussed will cover: College/Work Environment, Nutrition, Substance Abuse, Mental/Emotional Health and well-being, Suicide Prevention, Eating Disorders, Sexuality, Gender Roles, and HIV/AIDS awareness as well as current issues and trends in personal and global health. This course does NOT fullfill the NYS Health requirement.