Health and Physical Education

Health 7

Middle 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, prevent disease, and demonstrate and practice positive health behaviors.

Students:
• integrate knowledge of basic body systems with an understanding of the changes that accompany puberty
• apply prevention and risk reduction strategies to adolescent health problems
• demonstrate the necessary knowledge and skills to promote healthy adolescent development
• analyze the multiple influences which affect health decisions and behaviors.

This is evident, for example, when students:
• describe bodily changes that occur during adolescence
• demonstrate a variety of problem solving, communication and stress management skills to address health compromising behaviors such as fad dieting, alcohol, tobacco, and other drug use, early sexual involvement and violent behavior
• predict how decisions regarding health behaviors have consequences for self and others
• describe the interrelationship of social, emotional and physical health during adolescence
• explain how lifestyle, family history and other factors are related to the cause or prevention of diseases and other health problems.

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:
• assess potentially dangerous situations and demonstrate the skills to avoid or reduce their risks
• demonstrate personal and social skills which enhance personal health and safety
• understand the need for personal involvement in improving the environment.

This is evident, for example, when students:
• demonstrate conflict management and negotiation skills
• analyze how environment and personal health are inter-related
• analyze the possible causes of conflict among youth in schools and communities
• identify strategies to avoid or reduce threatening peer situations
• apply safety rules in situations which have the potential for harm
• demonstrate ways to care for and show respect for self and others
• demonstrate accurate use of basic first aid and CPR techniques.

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:
• distinguish between valid and invalid health information, products and services
• recognize how cultural beliefs influence health behaviors and the use of health services
• demonstrate the ability to work cooperatively when advocating for healthy individuals, families and schools
• analyze how media and technology influence the selection of health information, products and services
• recognize the need to be an advocate for family and community health
• demonstrate the ability to access community health services for prevention, illness, and emergency care.

This is evident, for example, when students:
• explain how community norms contribute to health
• identify family and community health issues and propose various solutions to address them
• analyze how information from peers influences health decisions and behaviors
• explain how the timely use of health care services can prevent premature death and disability
• identify community agencies which advocate for healthy families and communities
• analyze the consequences of invalid information on the health of individuals, families and
communities
• analyze cultural influences on health and the use of health services.


Units of Study

1. Wellness/Mental Health Unit
• Intro to Health and Wellness
• Self esteem
• Positive risk behaviors vs. negative risk behaviors
• Basic emotions
• Dealing with emotions in a healthy way
• Conflict resolution
• Anger management
• Bullying
• Managing stress
• Depression
• Suicide prevention
• Goal setting/changing behaviors

3. Alcohol, Tobacco, and other Drugs Unit
• Refusal skills
• Decision making
• Peer pressure
• As ATOD relates to goals
• Categories of drugs
• Affects of drugs on society
• Natural highs (ex. surfing)
•Opioids

5. Family and Social Health/Growth & Development Unit
• Healthy relationships
• Basic life skills reviewed
• Puberty
• Female reproductive system
• Male reproductive system
• Breast and testicular cancer
• Pregnancy
• 3 trimesters
• STI/HIV prevention
• DASA

2. Nutrition Unit
• My Plate
• 6 nutrients
• Reading food labels
• Body image/eating disorders

4. CPR Unit
• Adult, child and infant CPR
• Adult conscious/unconscious choking
• Rescue breathing
• Basic first aid
• AED

6. Additional topics:
• Skin cancer prevention
• Lyme disease
• Earth day
• Benefits of exercise
• Advertisement/media

Physical Education 6, 7 & 8

Philosophy of 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.

Quality Physical Education Programs Help Students…

• 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.

Definitions & Outcomes of the Physically Educated Person

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

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.