HLTH 363
Comprehensive School Health I
1. Catalog Entry
HLTH 363
Comprehensive School Health I
Credit hours (3)
Prerequisite: HLTH 200
Provides critical health information future teachers can be expected to share with K-12 school children. Topics include: Community Health, Family and Social Health, Personal Health, Growth & Development, Mental & Emotional Health, & Models of Social Change
2. Detailed Description of Course
1. Personal Health
a. Health & Skill Related Fitness, Fitness Plans, Physically Active lifestyle
and Health
Benefits, Goal Setting
b. Benefits and detriments associated with sleep
c. Importance of medical exams, dental exams, Personal Grooming, & Hygiene
d. Responsible Spectator
e. Physical Activity Related Illness & Body Image
2. Family Health & Social Health
a. Healthful Family Relationships & improving relationships; Healthful adjustments
to
family changes
b. Developing healthful friendships and dating skills, & recognizing harmful
relationships
c. Abstinence from Sex, avoiding teen pregnancy, Birth Control Methods
d. Skills to prepare for Marriage & Parenthood
3. Community Health
a. Mental Health resources for the community, Impact of diseases, homelessness,
etc. on community
b. Health Promotion & Career Choices in Health & Health Care
c. Public policy & disease prevention (FERPA, HIPA, etc.), Laws protecting health
&
International Health
d. Health care providers, facilities, paying for health care
e. Tools for conducting school health needs, using valid, reliable, diverse
data to
draw conclusions
4. Growth & Development
a. Body systems and Health
b. Habits that protect male & female reproductive health
c. Pregnancy, Childbirth, Growth & Development of infants and children, Responsible
care for infants & children
d. Develop my learning style?
e. Developmental tasks of adolescents
f. Habits of Healthful aging & expressing feelings about death and dying
5. Mental, Emotional, & Social Health
a. Good Character & healthful personality characteristics, character education
b. Positive Social Emotional Environment
c. Promote a healthy mind & emotional expression
d. Stress management skills, seeking help if depressed, Using suicide prevention
strategies
e. Signs & Symptoms of depression & suicide anxiety, eating disorder, self-harm
behaviors
f. Resilience in difficult times, Coping with loss and grief in healthful ways
6. Models of Social & Behavioral Change
a. Stages of change, trans-theoretical, health belief
3. Detailed Description of Conduct of Course
Course information will be presented through a wide variety of teaching methods
that may include, but are not limited to:
a. Lectures, Videos, Discussions, Project Based Learning
b. Learning Focused Strategies
c. Role playing
d. Student presentations
e. Cooperative Learning,
f. Team Building
g. Decision Making
h. Self-appraisals
4. Goals and Objectives of the Course
Goals, objectives and assignments in this class may address the following sets of
accreditation standards or guidelines:
1) Society of Health and Physical Educators/National Association for Sport and
Physical Education (SHAPE/NASPE)
2) Council for Accreditation of Teacher Educators/National Council for the Accreditation
of Teacher Education (CAEP/NCATE)
3) Interstate Teacher Assessment and Support Consortium (InTASC)
4) Virginia State Code for health and physical education p-12 teacher education
programs (VDOE HPE)
5) Virginia Standards of Learning for Health Physical Education for P-12 schools
6) PRAXIS II Health and Physical Education Content Test 5857 (PRAXIS II HPE)
7) Demonstrate, explain, & apply the essential health knowledge, skills, and processes
for teaching developmentally and culturally appropriate health
education content standards (VDOE HPE 5)
8) Demonstrate, explain, & apply the knowledge and skills: Health promotion; Mental,
social, and emotional Health; Body Image; Personal, Family, and
community health; Environmental health; (VDOE HPE 5)
9) Demonstrate the knowledge and skills to make healthy decisions that reduce health
risks and enhance the health of self and others (VS0L’s)
10) Demonstrate the ability to access, evaluate, and use health information, products,
and services that influence health and wellness in a
positive manner. (VSOL’s)
11) Demonstrate the use of appropriate health practices and behaviors to promote
a safe and healthy community when alone, with family, at school,
and in other group settings. (VSOL’s)
12) Create projects, based on content and standards, that can be used with K-12
children in school or non-school settings
13) Demonstrate understanding Health-related & skill-related fitness (flexibility,
muscular strength and endurance, cardio respiratory endurance,
and body composition, coordination, agility, power, balance, speed, and reaction
time) (VDOE HPE 3; PRAXIS HPE)
14) Identify and describe the major structures and functions of the body systems
and explain the interrelationships
(VSOL’s; PRAXIS HPE; VDOE HPE 1:VSOL’s)
15) Identify health-related decisions that contribute to heart disease, stroke,
diabetes, and other chronic diseases and conditions. (VSOL’s)
16) Describe the prevalence, causes, and long-term consequences of unhealthy eating,
sleep deprivation, and sedentary lifestyle. (VSOL’s)
17) Explain the difference between personal health and community health issues
(VDOE HPE 5).
18) Explain the role that the World Health Organization & CDC play in community
health
19) Explain the difference between primary, secondary, and tertiary prevention
and give examples of each (VDOE HPE 5).
20) Identify, evaluate, and differentiate between characteristics of healthy peer,
family, and dating relationships and potentially harmful and
abusive relationships and dangerous dating situations (VSOL’s; (PRAXIS HPE).
21) Causes, consequences, and prevention of different types of abuse and violence
interrelationships
22) Identify family health habits and behaviors as they relate to promotion of
health and wellness (VSOL’s)
23) Recognize and apply concepts and issues related to human sexuality (maturation,
identity, media messages, behavior and attitudes,
pregnancy, childbirth, sexual orientation, and contraception) (PRAXIS HPE).
24) Create or modify a personal wellness plan (goals and action steps based on
current guidelines) for healthy eating, physical activity, sleep,
and personal hygiene. (VSOL’s; PRAXIS HPE).
25) Identify and apply major health behavioral theories (stages of change, behavioral
change theory, trans-theoretical model, health belief model)
(PRAXIS HPE).
26) Identify basic epidemiology terminology (PRAXIS HPE).
27) Recognize valid and reliable data sources and databases (YRBSS, NIH, CDC, SHAPEAmerica,
AMA, WHO, peer reviewed journals (PRAXIS HPE).
28) Use health-related data to draw conclusions (PRAXIS HPE).
29) Demonstrate goal setting and decision making in relation to health content
(PRAXIS HPE).
30) Identify, use, and create activities related to stress management and coping
skills (PRAXIS HPE).
31) Identify & describe some causes, consequences of various mental and emotional
health issues and prevention strategies (PRAXIS HPE).
5. Assessment Measures
Assessment measure may include but are not limited to the following
1) Peer Teaching
2) Lesson Plans
3) Projects
4) Field Experiences
5) Quizzes or Exams
6) Presentation
7) Peer evaluations
8) Portfolio
6. Other Course Information
None