Health Education in the Elementary Schools
YRBS Data
15.7% of students nationwide had eaten fruits or veggies three or more times per day in previous week. 12.5% had drunk three or more glasses of milk per day in previous week. 16.6% were overweight. 31% described themselves as slightly or very overweight. 13% went without eating for 24 hours or more to lose weight or to keep from gaining weight.
Guidelines for Schools: State of the Art
2008 Physical Activity Guidelines for Youth: Children should accumulate at least 60 minutes of developmentallyappropriate physical activity each day. Activity should include: Aerobic Muscle-strengthening Bone-Strengthening
Food Insecurity
49 million people in the US are living in food insecure households For children cognitive functioning can be greatly affected by food insecurity There are several programs that address child food insecurity: National School Lunch Program (NSLP) School Breakfast Program (SBP) Summer Food Service Program (SFSP) Child and Adult Care Food Programs (CACFP)
Physical Activity Recommendations for Youth
60 minutes or more EACH day. Activity should: Be developmentally-appropriate Be fun Offer variety School personnel should establish policies and practices that promote physical activity across the school day.
Healthy School Environment Social/Psychological Climate
A healthy school environment: Is a place where students, faculty, and staff feel cared for and personally valued. Is an inviting, safe, and nurturing learning environment. Engages students in meaningful activities. Develops shared norms. Involves students in decision making concerning school matters School districts must consistently enforce policies managing student behaviors in the CDC priority risk areas, which include: Bullying Weapon carrying Tobacco, alcohol, and other drug possession And acting out
Counseling, Psychological, and Social Services
Approximately 1 in 5 children has a diagnosable mental health disorder. Mental, emotional, and behavioral disorders in children are caused by: Biological factors - genetics, chemical imbalances, trauma Environmental factors - violence, extreme stress, death of a significant person Combination of causes Schools are a primary source of identification, referral, and care Five barriers to learning: Inadequate basic resources Psychological problems Stress situations Crisis and emergencies Life transitions School counselors, psychologists, and social workers are critical in providing mental health services. School counselors Help students solve relationship problems, make decisions to improve learning outcomes, address developmental challenges School psychologists Evaluate psychological function and needs of students, coordinate referral networks, provide individual/group counseling School social workers Serve as formal link among school, home, community; offer case management; group counseling; home visits, coordination of youth programs
Guidelines for Schools: State of the Practice
Becoming overweight is one of the most significant consequences of poor eating and physical inactivity. 80 percent of youth who are overweight remain so as adults. During the typical school day, students have 3 opportunities to be active: Physical Education class Recess & lunch periods Before & after school Few schools meet optimal targets for formal physical education programming. Less than 85% of states require local elementary schools to provide physical education instruction. Just over 80% of states require that students in middle grades receive physical education instruction.
School Strategies to Promote Healthy Eating
CDC identified strategies include: 1. Provide access to healthy foods and physical activity opportunities and to safe spaces, facilities, and equipment for healthy eating and physical activity. 2. Establish a climate that encourages and does not stigmatize healthy eating and physical activity. 3. Create a school environment that encourages a healthy body image, shape, and size among all students and staff members, is accepting of diverse abilities, and does not tolerate weight-based teasing
A Program Model for Best Practice
CSH sends consistent messages across multiple communication channels throughout the school and community. CSH has the capacity to: Maximize available expertise and resources. Conserve taxpayer dollars by reducing duplication of services. Maximize use of public facilities in the school and community. Enhance communication and collaboration among health promotion professionals. Address student health risks in the context of, rather than in competition with, the academic mission of the school.
Elements of Health Related Fitness
Cardiorespiratory (aerobic) endurance Ability of cardiovascular system to transport and utilize oxygen efficiently Muscular strength and endurance Muscular strength = the amount of force one can exert to accomplish a task Endurance = the ability to use muscles over time without fatigue Flexibility The range of movement of body joints; involves the ability to bend, stretch, and twist Body composition The percentage of fat in the body
Dietary and Physical Activity Patterns that Contribute to Overweight and Obesity
Childhood obesity is a major public health problem. Children who are overweight as preschoolers are more likely to be overweight as adults. Obesity is the result of eating too many calories and not getting enough physical activity. Influences that impact children's behaviors include: Sugary drinks and less healthy foods on school campuses Advertising of less healthy foods lack of daily, quality physical activity in all schools no safe and appealing place to be active limited access to healthy affordable foods greater availability of high-energy-dense foods and sugary drinks Increases in portion sizes Television and media
Nutrition and Academic Achievement
Children with poor diets lack essential vitamins, minerals, fats, and proteins needed for optimal cognitive functioning. Iron deficiency has been linked to shortened attention span, irritability, fatigue, and difficulty with concentration. Low protein intake has been associated with lower achievement scores. Poor nutrition and hunger interfere with cognitive functions and are associated with lower academic achievement. Hungry children are twice as likely to have impaired functioning, higher levels of hyperactivity, absenteeism, and tardiness. School breakfast programs seem to improve attendance rates and decrease tardiness.
Developmentally Appropriate Knowledge and Skills
Instruction should be developmentally appropriate and based on these characteristics of your students: Physical Cognitive Social Emotional Language Create lessons that will encourage students to practice the desired healthy behavior outcomes. Reinforce concepts and skills from other content areas when appropriate.
CDC Recommendations for Promoting Physical Activity Among Youth
Comprehensive School Physical Activity Program (CSPSP) is a multi-component approach to improve physical activity. The goals include: To provide a variety of school-based physical activities to enable all students to participate in 60 minutes of moderateto-vigorous physical activity each day, To provide coordination among the CSPS components to maximize understanding, application, and practice of the knowledge and skills learned in physical education so that all students will be fully physically educated and well-equipped for a lifetime of physical activity
Putting It All Together
Coordinated School Health is an eightcomponent model that represents best practice in disease prevention and school health promotion. The eight components are: Health education Health services Healthy school environment Nutrition services Counseling, psychological and social services Physical education Health promotion for faculty and staff Family and community involvement School health advocates have identified the need for a person or a team to coordinate activities of the school health program. The coordinator would: Translate CSH into specific activities. Coordinate the school health advisory board. Maintain the program budget. Organize advocacy and liaison activities. Organize evaluation activities. Activities that are offered in a coordinated and intentional manner are more likely to succeed and last. CSH can efficiently and effectively promote student health while being focused on the primary mission of schools.
Health Promotion for Faculty and Staff
Corporate America initiated health promotion activities for employees in order to reduce health care expenses. Boards of education and administrators are faced with the same issues. School districts are ideal for work-site health promotion activities such as: Screenings Health education Employee assistance programs Health care Policies that support safe and healthy lifestyles Health promotion programs for faculty and staff have been shown to: Decrease absenteeism Lower health care and insurance costs Increase employee retention Improve morale Reduce the number of work-related injuries Increase productivity Increase motivation to practice healthy behaviors Provide healthy role models for students
Criteria that Increase the Potential for Implementation of Physical Activity Programs
Cost-effectiveness Potential fit with school mandates Support of student achievement Potential to fit within the time constraints of the school day Potential to be supported by critical stakeholders Potential sustainability
Health Education Curriculum Analysis Tool (HECAT)
Developed by the CDC Contains guides and resources for conducting analysis of health education curricula Based on the National Health Education Standards Will help districts select appropriate and effective health education programs
Healthy Behavior Outcomes for Healthy Eating
Eat the appropriate number of servings from each food group every day. Eat a variety of foods within each food group every day. Eat an abundance of fruits and vegetables every day. Choose to eat whole grain products and fat-free or low fat milk or equivalent milk products regularly. Drink plenty of water every day. Limit foods and beverages high in added sugars, solid fat, and sodium. Eat breakfast every day. Eat healthy snacks. Eat healthy foods when dining out. Prepare food in healthful ways. Balance caloric intake with caloric expenditure. Follow an eating plan for healthy growth and development. Support others to eat healthy.
Health in the Academic Environment
Educational institutions are in a unique position to improve health outcomes of youth. They have access to a critical mass. Friendships and norms are established. Educators are academically prepared to organize developmentally appropriate learning experiences to empower children. Various reports and policies have been issued to promote and support child and adolescent health in schools. Strong support exists for addressing school health issues during school. A growing body of science confirms that student health behaviors, academic outcomes, and the ways in which schools address them are "inextricably intertwined." Mounting evidence has confirmed the destructive impact of student health risks on Attendance Class grades Performance on standardized tests Graduation rates
Elements of Successful Physical Activity Programs for Young People
Emphasize enjoyable participation in lifetime physical activities. Offer a range of age-appropriate and developmentally appropriate competitive and noncompetitive activities. Provide the skills and confidence young people need to be physically active. Promote physical activity throughout all aspects of the coordinated school health program.
Strategies for Encouraging Physical Activity in the Classroom
Engaging students in a variety of postures (walking, lying, etc.). Engaging students in movement. Encouraging students to use their bodies to learn (e.g., to demonstrate concepts, words, or rhythms). Incorporating role-plays into instruction to dramatize key concepts. Taking stand-and-stretch breaks every 20 minutes to energize the class.
Let's Move!
First Lady Michelle Obama's initiative to combat childhood obesity. Initiative recommends embracing a healthy lifestyle through: Creating a school health advisory council. Joining HealthierUS School Challenge. Set a good example. Make your school a healthy workplace. Incorporating nutrition and physical education into the curriculum. Planting a garden.
Factors that Influence Healthy Eating
Food insecurity Dietary and physical activity patterns that contribute to overweight and obesity Healthy school food environments
Defining Health
Health is A broad concept Influenced by personal, behavioral, and environmental variables Multi-dimensional physical mental/ intellectual emotional social spiritual vocational
Healthy Youth, Healthy Americans
Healthy People 2020 provides a structure to measure specified health outcomes. Objectives establish a foundation to help individuals and communities make and act on informed health decisions. Specific objectives focus on the health of children and youth. School communities can use these objectives as a guide to promote the health of youth.
Barriers to a Physically Active Lifestyle
Housing and urban development patterns that discourage walking and bicycling Concerns about safety Appealing technology and electronic media Cuts in recess and reduced requirements for physical education classes Lack of development and maintenance of facilities, including parks and recreation centers
Developmentally Appropriate Concepts and Skills
Instruction should be developmentally appropriate and based on these student characteristics: Physical Cognitive Social Emotional Language Create lessons that will encourage students to practice the desired healthy behavior outcomes. Reinforce concepts and skills from other content areas when appropriate.
Tips for Increasing Physical Activity in the Classroom
Integrate activity into daily classroom practice. Change games in which children are "out" if they don't perform with success. When playing games, increase the number of children moving, and decrease the number standing and waiting. Find new ways to move students into groups rather than having them pick teams. Play games with many small teams. Use many jump ropes to avoid waiting in line. Use music and dance whenever possible to reinforce academic concepts and promote fun and activity. Set up activity learning centers in the classroom.
Prevalence and Cost
Many chronic diseases can be prevented or improved through regular physical activity. More than 50 percent of American adults do not participate in enough physical activity. Activity levels decline as children approach adolescence and continue to decline throughout the teen years. Research confirms the following: The U.S. is facing a potentially devastating crisis of overweight and obesity. Urban and suburban design have limited safe play spaces. Safe and convenient routes for walking or biking to school are limited. Reductions in school physical activity programs are being experienced nationally. Physical inactivity has consequences for every segment of society, including the health care industry and businesses. Severely overweight students miss an average of one day of school a month. Obesity disproportionately affects children from families who are least likely to afford medical care.
Factors that Influence Physical Activity
Many factors associated with the patterns of physical activity among children and youth, including: Gender Girls are less physically active than boys are. Age Adolescents are less active than younger children are. Individual factors that may encourage or discourage physical activity include: Perceived benefits (having fun, staying in shape, etc.) Perceived barriers (lack of time) Physical activity is also influenced by interpersonal and environmental factors such as: Support and engagement in physical activity among friends, siblings, and parents Convenient play spaces Access to well-functioning equipment Transportation to sport and fitness activities
Key Health Instructional Topics
Mental and emotional health Healthy eating Physical activity Safety Personal health and wellness Violence prevention Tobacco Alcohol and other drugs Sexual health
CDC: CSPSP
Mobilizes all resources of multiple programming and policy components to improve the physical activity prospects of youth. These include: Quality physical activity as the foundation, Physical Activity before, during, and after school, Staff involvement, and Family and Community Engagement
Food Labeling and Nutrition
Most packaged foods have a nutrition fact label. Focus on the following when reading food labels: Serving size. Calories. Calories from fat. The Nutrients: How Much? Understanding the footnote at the bottom of the nutrition facts label. The Percent Daily Value (% DV).
Dietary Guidelines for Americans
Most recently published in 2010 Focuses on consuming fewer calories, making informed food choices, and being physically active. Designed to help people attain and maintain a healthy weight, reduce risk of chronic disease, and promote overall health. Maintain calorie balance over time to achieve and sustain a healthy weight. Focus on consuming nutrientdense foods and beverages. Three goals of the 2010 DGA: 1. Balancing calories to manage weight. 2. Consume more of certain foods and nutrients such as fruits, vegetables, whole grains, fat-free and low-fat dairy products, and seafood. 3. Consume fewer foods with sodium (salt), saturated fats, trans fats, cholesterol, added sugars, and refined grains.
Cautions Concerning Physical Activity in the Classroom
Never use physical activity as punishment for poor academic performance or problem behavior! Never withhold recess as punishment for behavior problems. Never use recess, physical education, or other activity times as opportunities for making up late or missed work
School Nutrition Services
Nutrition services should: Provide access to nutritious and appealing meals that meet the health and nutrition needs of students. Establish a school nutrition program. There is a strong relationship between poor dietary behaviors and low student achievement. Inadequate nutrition leads to: Apathy and shorter attention spans Low energy levels Inability to concentrate Increased absences from school Increased risk for infections The National School Lunch program began in 1946 in response to the inadequate nutrition of many students. Nearly 2/3 of all students receive about 1/3 of their daily nutrition from this program. Students who participate have better school attendance, class participation, and achievement. More than ½ eat either breakfast or lunch. 1 in 6 consume both meals at school. Access to less-than-healthy foods in vending machines, snack bars, or a school store during the school day is a challenge. Three-fourths of school districts have no policies to prohibit junk foods from being sold in vending machines, a la carte options during lunch, or at school stores. Three-fourths of schools also permit junk foods to be offered at student parties, concession stands, and at after school programs held on school grounds.
Fundamental Concepts and Definitions
Physical activity - any body movement that results in the expenditure of energy. Exercise - a subset of physical activity that is planned, structured, and repetitive to improve/maintain one or more of the components of fitness. Physical fitness - a measure of a person's ability to perform physical activities requiring endurance, strength, and flexibility.
Physical Activity and Academic Performance
Physical activity opportunities in school are associated with measures of school success including: Concentration Attention span Positive attitudes toward learning On-task behavior Scores on tests of math, reading, and other standardized measures of achievement Active learning has advantages over sedentary learning: Increased heart rate, faster and deeper breathing, oxygen-rich blood reaching the brain more quickly, and improved learning and performance Brain development is related to movement and the development of motor skills. Higher achievement is associated with higher levels of physical fitness.
Developmentally Appropriate Concepts and Skills
Physical activity programs should be based on the developmental abilities and interests of learners. Consider the following concepts when developing physical activity programs for youth: Young animals, including humans, are inherently active. Children have a relatively short attention span. Children are more concrete thinkers. Children need frequent periods of rest following bursts of intermittent activity. A strong relationship does NOT exist between physical activity and measures of physical fitness in children. Physical activity provides a significant medium for learning among children. Numerous skills involved in adult recreation and leisure are learned during the schoolaged years. High-intensity activity may be associated with reduced exercise adherence in adults and children. Inactive children are more likely to be sedentary adults. Self-efficacy is a powerful predictor of lifelong physical activity. Youth with active family members are more likely to be physically active. Inactivity can become habitual if youth are not provided with developmentally appropriate opportunities for activity
Domains of Health
Physical health (physical/body) Physical characteristics, energy level, and other observable behaviors Mental/Intellectual health (thinking/mind) Reasoning processes, capacity for shortand long-term memory, and expressions of curiosity, humor, logic, and creativity Emotional health (feelings/emotions) Emotions, coping skills, self-control, selfacceptance, and expression of feelings Social health (friends/family) Social skills, interactions in different environments, and respect and acceptance for others Spiritual health (spiritual/soul) Comfort with ourselves, relationships with others, personal value systems, and a meaningful purpose in life Vocational health (work/school) Ability to collaborate, share responsibility, and positively impact the community while maintaining a high level of integrity
Health Advantages for Physically Active Youth
Physically active youth compared to inactive counterparts have: Higher levels of cardiorespiratory fitness Stronger muscles and bones Lower body fat Fewer symptoms of anxiety and depression Better chance of living healthier adult lives
Prevalence and Cost
Poor diet and physical inactivity are: A major causes of morbidity and mortality in the United States Linked to: Cardiovascular disease Hypertension Type 2 diabetes Osteoporosis Certain cancers The most important factors contributing to the increase in overweight and obesity in the United States 72% of men and 64% of women are overweight or obese Approximately 32% of 2 to 19 year olds are overweight or obese Risk factors for adult chronic diseases are increasingly found in children with excess body fat Overweight/obese children are at increased risk of being overweight /obese as adults and developing weight-related chronic diseases later in life.
The Whole Child
Position statement initiated by ASCD supports that academic achievement is only one element of student learning. Statement calls on teachers, schools, and communities to collaborate to ensure: Students enter school healthy and learn about and practice a healthy lifestyle.
Promoting Physical Activity: Guidelines for the PE setting
Provide time for activity in the school setting. Encourage self-monitoring of physical activity. Provide opportunities in which activities can be individualized. Expose students to a variety of activities. Focus feedback on the value of regular participation and personal accomplishment. Reinforce physical skills. Be an active role model. Pay attention to student attitudes about the value of a lifetime activity. Reinforce successful accomplishment and minimize self-criticism. Promote participation in activities outside the school environment. Encourage participation in activities that can endure for a lifetime.
Determining of Health
Public health officials have identified five major sources of influence: Biology and genetics Examples include: age, sex, and inherited conditions Social factors Physical conditions and other factors in the environment in which people are born, live, play, and work. Health services Access to, and the quality of available health services. Public Policy Local, state, and federal laws and policy initiatives have influenced the health of individuals and the population as a whole. Individual behavior Positive changes in behaviors can reduce chronic diseases
Comprehensive School Health Education
Quality comprehensive school health instruction is the most familiar component of CSH. Quality health education is grounded in developmentally appropriate practice and the three domains of learning: Cognitive domain Affective domain Psychomotor/skill domain The National Health Education Standards were developed for improving health education for all students. The standards provide a framework for developing a rigorous instructional scope and sequence and meaningful evaluation. Nearly 74% of states have used the standards as a starting point for curriculum updates or revisions. States often have only minimal licensure requirements for those teaching health at the elementary level. Competencies have been established for elementary and middle school teachers who assume the primary responsibility of teaching health. 90% of states have adopted national or state health standards to guide instructional practices for student residents.
Benefits of Consistent Physical Activity
Reduced risk of: Premature or early death Coronary heart disease and stroke High blood pressure (hypertension) and elevated cholesterol levels Type 2 diabetes Colon and breast cancer Unhealthy weight gain
The Physical Activity Pyramid
Reinforces developmentally appropriate participation in a range of physical activities Can serve as a visual model of the recommended types and amounts of healthy exercise behavior Useful as a starting point for developing educational activities for students Embraces all forms of physical activity in which students are likely to participate both in and out of school
ChooseMyPlate.gov
Released in 2011 Goal - help consumers make better food choices Illustrates the five food groups using a mealtime place setting visual Replaces the Food Guide Pyramid Balancing calories Enjoy your food, but eat less Avoid oversized portions Foods to increase Make half your plate fruits and vegetables Switch to fat-free or low-fat (1%) milk Make at least half your grains whole grains Foods to reduce Compare sodium in foods and choose those with lower numbers Drink water instead of sugary drinks
Healthy School Environment Physical Environment
School environment includes: Physical condition of buildings and grounds Playgrounds and sports facilities Vehicles Policies, and their enforcement, are critical to maintaining a healthy and safe environment. Classroom teachers need to take an active role in educating children about safe transportation to/from school.
School Health Services
School health services include policies and programs designed to assess the health status of children. The school nurse leads the collaborative effort to: Provide direct health care to students and staff Provide leadership for provision of health services Provide screening and referral for health conditions Promote a healthy school environment Promote health Service in a leadership role for health policies and programs Serve as a liaison between school personnel, family, community, and health care providers The number of nurses needed within a district in influenced by: Education/professional preparation of the school nurse Functions mandated by the board of education Number and location of buildings within the district Social, economic, and cultural characteristics of community Access to medical care within the community Special health problems of students Licensed and unlicensed personnel to provide assistance Presence or absence of a school-based clinic The National Association of School Nurses recommends the ratio of one school nurse to 750 students in the general population. Ratio decreases as level and number of student needs increases The majority of schools fail to comply with this mandate. Only 10% of school districts have adopted a policy specifying a maximum school nurse to student ratio. Classroom teachers have an important role as advocates for students and participate in initial observation and referral for student health conditions.
Healthy School Food Environments
Schools participating in federally funded school lunch and breakfast programs are required to establish a Local Wellness Policy. Policies include guidelines for all food available on school grounds during the school day. Federal law limits the sale of "competitive foods" in certain school locations. Some states have placed restrictions on food and beverage advertising to children in schools, during school, and on their way to/from school.
Weight and Academic Achievement
Severely overweight young people: Are four times more likely to report impaired school functioning Are twice as likely to be placed in special education or remedial classes Being overweight may: Trigger or exacerbate certain kinds of health conditions resulting in school absences Result in physical, psychological, and social problems related to weight Result in low self-esteem and higher rates of anxiety disorders, depression, and other psychopathology
Coordinated School Health
The 1979 Healthy People publication provided a starting point by defining the key concepts: medical care, disease prevention, and health promotion. Medical care seeks to make the sick well. Disease prevention attempts to minimize threats to health. Health promotion attempts to educate basically healthy communities and individuals to develop healthier lifestyles. Teachers must remember that most of their students are "basically healthy."
Physical Education
The 1996 Surgeon General's report on physical activity confirmed the benefits of regular physical activity, which include a reduced risk for: Premature death Heart disease Diabetes Colon cancer High blood pressure Depression Anxiety Benefits associated with participating in physical activity: Improved test scores in math, reading, and writing. The amount of time allotted for physical education/activity varies significantly among schools and is critical to a comprehensive program. Strategies schools can take to help children be more active: Create policies that increase access to and encourage physical activity for all students. Maintain strong physical education programs that engage students in moderate to vigorous activity at least 50% of their class time. Integrate physical activity into classroom practice to students can be active across the school day. Employ qualified and credentialed staff to teach PE and meet activity needs of students with disabilities.
Priority Health Behaviors
The CDC identified six priority health behaviors to guide educational programming: Tobacco use Poor eating habits Alcohol and other drug use Behaviors resulting in intentional and unintentional injuries Physical inactivity Sexual behaviors resulting in HIV and other STDs or unintended pregnancy
Components of Coordinated School Health (CSH)
The CSH framework organizes resources, expertise, and activities into a model representing best practice. CSH is endorsed by the CDC and many national organizations. The components include: Health education School health services A healthy school environment School counseling, psychological and social services Physical education School nutritional services Family and community involvement School-site health promotion for staff
Family and Community Involvement
The school is an agency of the community and cannot function effectively in isolation. Children in school also are influenced by practices in: Neighborhoods Churches Stores Medical care settings Research confirms the need for local districts to establish a school health advisory council to: Reduce the duplication of services Enhance the visibility and potential impact of participating agencies Pool resources Identify gaps Cultivate community relationships. Most activities related to family and community involvement in school health programs are based at the local level, not the state level.
Promoting Physical Activity: The Role of Physical Education
The ways in which physical activities are taught and reinforced contribute to student attitudes about the value of being physically active for a lifetime. Teachers should integrate physical activities into cross-curricular instructional approaches. Classroom teachers should review the ways in which they can collaborate with their physical education colleagues to extend physical activity beyond the confines of the gym.
Positive Health Outcomes of Physical Activity
Weight maintenance and weight loss Improved cardiorespiratory and muscular fitness Increased bone density Improved sleep quality Better cognitive function among older adults
Academic Benefits of a Healthy Diet
Well-nourished students tend to be better students. Increased participation in breakfast programs is associated with: Higher academic test scores Improved daily attendance Better class participation Reduced tardiness
Characteristics of an Effective Health Education Curriculum
-An effective curriculum has clear health-related goals and behavioral outcomes that are directly related to these goals. Instructional strategies and learning experiences are directly related to the behavioral outcomes. -An effective curriculum has instructional strategies and learning experiences built on theoretical approaches (for example, social cognitive theory and social inoculation theory) that have effectively influenced health-related behaviors among youth. The most promising curriculum goes beyond the cognitive level and addresses health determinants, social factors, attitudes, values, norms, and skills that influence specific health-related behaviors. -An effective curriculum fosters attitudes, values, and beliefs that support positive health behaviors. It provides instructional strategies and learning experiences that motivate students to critically examine personal perspectives, thoughtfully consider new arguments that support health-promoting attitudes and values, and generate positive perceptions about protective behaviors and negative perceptions about risk behaviors. -An effective curriculum provides instructional strategies and learning experiences to help students accurately assess the level of risk-taking behavior among their peers (for example, how many of their peers use illegal drugs), correct misperceptions of peer and social norms, emphasizes the value of good health, and reinforces health-enhancing attitudes and beliefs. -An effective curriculum provides opportunities for students to validate positive health-promoting beliefs, intentions, and behaviors. It provides opportunities for students to assess their vulnerability to health problems, actual risk of engaging in harmful health behaviors, and exposure to unhealthy situations. -An effective curriculum provides opportunities for students to analyze personal and social pressures to engage in risky behaviors, such as media influence, peer pressure, and social barriers. -An effective curriculum builds essential skills — including communication, refusal, assessing accuracy of information, decision-making, planning and goal-setting, self-control, and self-management — that enable students to build their personal confidence, deal with social pressures, and avoid or reduce risk behaviors. For each skill, students are guided through a series of developmental steps: Discussing the importance of the skill, its relevance, and relationship to other learned skills. Presenting steps for developing the skill. Modeling the skill. Practicing and rehearsing the skill using real-life scenarios. Providing feedback and reinforcement. -An effective curriculum provides accurate, reliable, and credible information for usable purposes so students can assess risk, clarify attitudes and beliefs, correct misperceptions about social norms, identify ways to avoid or minimize risky situations, examine internal and external influences, make behaviorally relevant decisions, and build personal and social competence. A curriculum that provides information for the sole purpose of improving knowledge of factual information will not change behavior. -An effective curriculum includes instructional strategies and learning experiences that are student-centered, interactive, and experiential (for example, group discussions, cooperative learning, problem solving, role playing, and peer-led activities). Learning experiences correspond with students' cognitive and emotional development, help them personalize information, and maintain their interest and motivation while accommodating diverse capabilities and learning styles. Instructional strategies and learning experiences include methods for Addressing key health-related concepts. Encouraging creative expression. Sharing personal thoughts, feelings, and opinions. Thoughtfully considering new arguments. Developing critical thinking skills. -An effective curriculum addresses students' needs, interests, concerns, developmental and emotional maturity levels, experiences, and current knowledge and skill levels. Learning is relevant and applicable to students' daily lives. Concepts and skills are covered in a logical sequence. -An effective curriculum has materials that are free of culturally biased information but includes information, activities, and examples that are inclusive of diverse cultures and lifestyles (such as gender, race, ethnicity, religion, age, physical/mental ability, appearance, and sexual orientation). Strategies promote values, attitudes, and behaviors that acknowledge the cultural diversity of students; optimize relevance to students from multiple cultures in the school community; strengthen students' skills necessary to engage in intercultural interactions; and build on the cultural resources of families and communities. -An effective curriculum provides enough time to promote understanding of key health concepts and practice skills. Behavior change requires an intensive and sustained effort. A short-term or "one shot" curriculum, delivered for a few hours at one grade level, is generally insufficient to support the adoption and maintenance of healthy behaviors. -An effective curriculum builds on previously learned concepts and skills and provides opportunities to reinforce health-promoting skills across health topics and grade levels. This can include incorporating more than one practice application of a skill, adding "skill booster" sessions at subsequent grade levels, or integrating skill application opportunities in other academic areas. A curriculum that addresses age-appropriate determinants of behavior across grade levels and reinforces and builds on learning is more likely to achieve longer-lasting results. -An effective curriculum links students to other influential persons who affirm and reinforce health-promoting norms, attitudes, values, beliefs, and behaviors. Instructional strategies build on protective factors that promote healthy behaviors and enable students to avoid or reduce health risk behaviors by engaging peers, parents, families, and other positive adult role models in student learning. -An effective curriculum is implemented by teachers who have a personal interest in promoting positive health behaviors, believe in what they are teaching, are knowledgeable about the curriculum content, and are comfortable and skilled in implementing expected instructional strategies. Ongoing professional development and training is critical for helping teachers implement a new curriculum or implement strategies that require new skills in teaching or assessment.
10 Essential Criteria for SchoolBased Physical Activity Programs
1. Based on professional theories and consistent with professional and national standard of practice 2. Practical and realistic 3. A goal/purpose that is clearly stated and easy to understand 4. Specific, measurable objectives that address one or more of the following: knowledge, attitudes, skills, behaviors, policies, and school environment 5. Age- and developmentally appropriate and culturally relevant 6. Engaging to students, interactive, and skillsbased 7. Adaptable to a variety of situations and environments 8. Able to be assessed and monitored with an evaluation component 9. Includes goals that are supported by evaluated data 10. Supports easy implementation by providing: Clearly written and user-friendly instructions Training resources Contact information for technical support Instruction and materials available in languages in addition to English
DAILY DAIRY TABLE
Children 2-3 years old 2 cups Women 19-30 years old 3 cups 4-8 years old 2 ½ cups 31-50 years old 3 cups Girls 9-13 years old 3 cups 51+ years old 3 cups 14-18 years old 3 cups Men 19-30 years old 3 cups Boys 9-13 years old 3 cups 31-50 years old 3 cups 14-18 years old 3 cups 51+ years old 3 cups
National Health Education Standards
1. Core concepts 2. Analyze influences 3. Access resources 4. Interpersonal communication 5. Decision-making skills 6. Goal-setting skills 7. Practice health-enhancing behaviors 8. Advocate for health
National Standards for Physical Education
1. Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of movement concepts, principles, strategies, and tactics related to movement and performance. 3. Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 4. Exhibits responsible personal and social behavior that respects self and others. 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
What foods are included in the Dairy Group?
All fluid milk products and many foods made from milk are considered part of this food group. Most Dairy Group choices should be fat-free or low-fat. Foods made from milk that retain their calcium content are part of the group. Foods made from milk that have little to no calcium, such as cream cheese, cream, and butter, are not. Calcium-fortified soymilk (soy beverage) is also part of the Dairy Group.
CDC School Health Guidelines
1. Use a coordinated approach to develop, implement, and evaluate healthy eating and physical activity policies and practices. 2. Establish school environments that support healthy eating and physical activity. 3. Provide a quality school meal program and ensure that students have only appealing, healthy food and beverage choices offered outside of the school meal program. 4. Implement a comprehensive physical activity program with quality physical education as the cornerstone. 5. Implement health education that provides students with the knowledge, attitudes, skills, and experiences needed for healthy eating and physical activity 6. Provide students with health, mental health, and social services to address healthy eating, physical activity, and related chronic disease prevention. 7. Partner with families and community members in the development and implementation of healthy eating and physical activity policies, practices, and programs. 8. Provide a school employee wellness program that includes healthy eating and physical activity services for all school staff members. 9. Employ qualified persons, and provide professional development opportunities for physical education, health education, nutrition services, and health, mental health, and social services staff members, as well as staff members who supervise recess, cafeteria time, and out-ofschool-time programs.
Leading Causes of Death Among Americans
1900 Pneumonia Tuberculosis Diarrhea/ enteritis Heart disease Liver disease Injuries Cancer Senility Diphtheria 2013 Heart disease Cancer Chronic respiratory disease Stroke Unintentional injuries Alzheimer's disease Diabetes Nephritis and other kidney disorders Influenza/pneumonia
What foods are in the Protein Foods Group?
All foods made from meat, poultry, seafood, beans and peas, eggs, processed soy products, nuts, and seeds are considered part of the Protein Foods Group. Beans and peas are also part of the Vegetable Group. For more information on beans and peas, see Beans and Peas Are Unique Foods. Select a variety of protein foods to improve nutrient intake and health benefits, including at least 8 ounces of cooked seafood per week. Young children need less, depending on their age and calorie needs. The advice to consume seafood does not apply to vegetarians. Vegetarian options in the Protein Foods Group include beans and peas, processed soy products, and nuts and seeds. Meat and poultry choices should be lean or low-fat.
What foods are in the Grains Group?
Any food made from wheat, rice, oats, cornmeal, barley or another cereal grain is a grain product. Bread, pasta, oatmeal, breakfast cereals, tortillas, and grits are examples of grain products. Grains are divided into 2 subgroups, Whole Grains and Refined Grains. Whole grains contain the entire grain kernel ― the bran, germ, and endosperm. Examples of whole grains include whole-wheat flour, bulgur (cracked wheat), oatmeal, whole cornmeal, and brown rice. Refined grains have been milled, a process that removes the bran and germ. This is done to give grains a finer texture and improve their shelf life, but it also removes dietary fiber, iron, and many B vitamins. Some examples of refined grain products are white flour, de-germed cornmeal, white bread, and white rice. Most refined grains are enriched. This means certain B vitamins (thiamin, riboflavin, niacin, folic acid) and iron are added back after processing. Fiber is not added back to enriched grains. Check the ingredient list on refined grain products to make sure that the word "enriched" is included in the grain name. Some food products are made from mixtures of whole grains and refined grains.
What foods are in the Fruit Group?
Any fruit or 100% fruit juice counts as part of the Fruit Group. Fruits may be fresh, canned, frozen, or dried, and may be whole, cut-up, or pureed.
What foods are in the Vegetable Group?
Any vegetable or 100% vegetable juice counts as a member of the Vegetable Group. Vegetables may be raw or cooked; fresh, frozen, canned, or dried/dehydrated; and may be whole, cut-up, or mashed. Based on their nutrient content, vegetables are organized into 5 subgroups: dark-green vegetables, starchy vegetables, red and orange vegetables, beans and peas, and other vegetables.
Beans and peas are unique foods
Beans and peas are the mature forms of legumes. They include kidney beans, pinto beans, black beans, lima beans, black-eyed peas, garbanzo beans (chickpeas), split peas and lentils. They are available in dry, canned, and frozen forms. These foods are excellent sources of plant protein, and also provide other nutrients such as iron and zinc. They are similar to meats, poultry, and fish in their contribution of these nutrients. Therefore, they are considered part of the Protein Foods Group. Many people consider beans and peas as vegetarian alternatives for meat. However, they are also considered part of the Vegetable Group because they are excellent sources of dietary fiber and nutrients such as folate and potassium. These nutrients, which are often low in the diet of many Americans, are also found in other vegetables. Because of their high nutrient content, consuming beans and peas is recommended for everyone, including people who also eat meat, poultry, and fish regularly. The USDA Food Patterns classify beans and peas as a subgroup of the Vegetable Group. The USDA Food Patterns also indicate that beans and peas may be counted as part of the Protein Foods Group. Individuals can count beans and peas as either a vegetable or a protein food. Green peas, green lima beans, and green (string) beans are not considered to be part of the beans and peas subgroup. Green peas and green lima beans are similar to other starchy vegetables and are grouped with them. Green beans are grouped with other vegetables such as onions, lettuce, celery, and cabbage because their nutrient content is similar to those foods.
DAILY VEGETABLE TABLE
Children 2-3 years old 4-8 years old 1 cup 1 ½ cups Girls 9-13 years old 14-18 years old 2 cups 2 ½ cups Boys 9-13 years old 14-18 years old 2 ½ cups 3 cups Women 19-30 years old 31-50 years old 51+ years old 2 ½ cups 2 ½ cups 2 cups Men 19-30 years old 31-50 years old 51+ years old 3 cups 3 cups 2 ½ cups *These amounts are appropriate for individuals who get less than 30 minutes per day of moderate physical activity, beyond normal daily activities. Those who are more physically active may be able to consume more while staying within calorie needs. Vegetable subgroup recommendations are given as amounts to eat WEEKLY. It is not necessary to eat vegetables from each subgroup daily. However, over a week, try to consume the amounts listed from each subgroup as a way to reach your daily intake recommendation.
DAILY FRUIT TABLE
Children 2-3 years old 4-8 years old 1 cup 1 to 1 ½ cups Girls 9-13 years old 14-18 years old 1 ½ cups 1 ½ cups Boys 9-13 years old 14-18 years old 1 ½ cups 2 cups Women 19-30 years old 31-50 years old 51+ years old 2 cups 1 ½ cups 1 ½ cups Men 19-30 years old 31-50 years old 51+ years old 2 cups 2 cups 2 cups *These amounts are appropriate for individuals who get less than 30 minutes per day of moderate physical activity, beyond normal daily activities. Those who are more physically active may be able to consume more while staying within calorie needs.
DAILY PROTEIN FOODS TABLE
Children 2-3 years old 4-8 years old 2 ounce equivalents 4 ounce equivalents Girls 9-13 years old 14-18 years old 5 ounce equivalents 5 ounce equivalents Boys 9-13 years old 14-18 years old 5 ounce equivalents 6 ½ ounce equivalents Women 19-30 years old 31-50 years old 51+ years old 5 ½ ounce equivalents 5 ounce equivalents 5 ounce equivalents Men 19-30 years old 31-50 years old 51+ years old 6 ½ ounce equivalents 6 ounce equivalents 5 ½ ounce equivalents *These amounts are appropriate for individuals who get less than 30 minutes per day of moderate physical activity, beyond normal daily activities. Those who are more physically active may be able to consume more while staying within calorie needs.
DAILY GRAIN TABLE
Children 2-3 years old 4-8 years old 3 ounce equivalents 5 ounce equivalents 1 ½ ounce equivalents 2 ½ ounce equivalents Girls 9-13 years old 14-18 years old 5 ounce equivalents 6 ounce equivalents 3 ounce equivalents 3 ounce equivalents Boys 9-13 years old 14-18 years old 6 ounce equivalents 8 ounce equivalents 3 ounce equivalents 4 ounce equivalents Women 19-30 years old 31-50 years old 51+ years old 6 ounce equivalents 6 ounce equivalents 5 ounce equivalents 3 ounce equivalents 3 ounce equivalents 3 ounce equivalents Men 19-30 years old 31-50 years old 51+ years old 8 ounce equivalents 7 ounce equivalents 6 ounce equivalents 4 ounce equivalents 3 ½ ounce equivalents 3 ounce equivalents *These amounts are appropriate for individuals who get less than 30 minutes per day of moderate physical activity, beyond normal daily activities. Those who are more physically active may be able to consume more while staying within calorie needs
Selection tips
Choose fat-free or low-fat milk, yogurt, and cheese. If you choose milk or yogurt that is not fat-free, or cheese that is not low-fat, the fat in the product counts against your limit for calories from saturated fats. If sweetened milk products are chosen (flavored milk, yogurt, drinkable yogurt, desserts), the added sugars also count against your limit for calories from added sugar. For those who are lactose intolerant, smaller portions (such as 4 fluid ounces of milk) may be well tolerated. Lactose-free and lower-lactose products are available. These include lactose-reduced or lactose-free milk, yogurt, and cheese, and calcium-fortified soymilk (soy beverage). Also, enzyme preparations can be added to milk to lower the lactose content. Calcium choices for those who do not consume dairy products include: kale leaves Calcium-fortified juices, cereals, breads, rice milk, or almond milk. Calcium-fortified foods and beverages may not provide the other nutrients found in dairy products. Check the labels. Canned fish (sardines, salmon with bones) soybeans and other soy products (tofu made with calcium sulfate, soy yogurt, tempeh), some other beans, and some leafy greens (collard and turnip greens, kale, bok choy). The amount of calcium that can be absorbed from these foods varies.
Selection Tips
Choose lean or low-fat meat and poultry. If higher fat choices are made, such as regular ground beef (75-80% lean) or chicken with skin, the fat counts against your limit for calories from saturated fats. If solid fat is added in cooking, such as frying chicken in shortening or frying eggs in butter or stick margarine, this also counts against your limit for calories from saturated fats. Select some seafood that is rich in omega-3 fatty acids, such as salmon, trout, sardines, anchovies, herring, Pacific oysters, and Atlantic and Pacific mackerel. Processed meats such as ham, sausage, frankfurters, and luncheon or deli meats have added sodium. Check the Nutrition Facts label to help limit sodium intake. Fresh chicken, turkey, and pork that have been enhanced with a salt-containing solution also have added sodium. Check the product label for statements such as "self-basting" or "contains up to __% of __", which mean that a sodium-containing solution has been added to the product. Choose unsalted nuts and seeds to keep sodium intake low.
WEEKLY VEGETABLE SUBGROUP TABLE
DARK GREEN VEGETABLES RED AND ORANGE VEGETABLES BEANS AND PEAS STARCHY VEGETABLES OTHER VEGETABLES AMOUNT PER WEEK Children 2-3 yrs old 4-8 yrs old ½ cup 1 cup 2 ½ cups 3 cups ½ cup ½ cup 2 cups 3 ½ cups 1 ½ cups 2 ½ cups Girls 9-13 yrs old 14-18 yrs old 1 ½ cups 1 ½ cups 4 cups 5 ½ cups 1 cup 1 ½ cups 4 cups 5 cups 3 ½ cups 4 cups Boys 9-13 yrs old 14-18 yrs old 1 ½ cups 2 cups 5 ½ cups 6 cups 1 ½ cups 2 cups 5 cups 6 cups 4 cups 5 cups Women 19-30 yrs old 31-50 yrs old 51+ yrs old 1 ½ cups 1 ½ cups 1 ½ cups 5 ½ cups 5 ½ cups 4 cups 1 ½ cups 1 ½ cups 1 cup 5 cups 5 cups 4 cups 4 cups 4 cups 3 ½ cups Men 19-30 yrs old 31-50 yrs old 51+ yrs old 2 cups 2 cups 1 ½ cups 6 cups 6 cups 5 ½ cups 2 cups 2 cups 1 ½ cups 6 cups 6 cups 5 cups 5 cups 5 cups 4 cups
The Guidelines
Follow a healthy eating pattern across the lifespan. All food and beverage choices matter. Choose a healthy eating pattern at an appropriate calorie level to help achieve and maintain a healthy body weight, support nutrient adequacy, and reduce the risk of chronic disease. Focus on variety, nutrient density, and amount. To meet nutrient needs within calorie limits, choose a variety of nutrient-dense foods across and within all food groups in recommended amounts. Limit calories from added sugars and saturated fats and reduce sodium intake. Consume an eating pattern low in added sugars, saturated fats, and sodium. Cut back on foods and beverages higher in these components to amounts that fit within healthy eating patterns. Shift to healthier food and beverage choices. Choose nutrient-dense foods and beverages across and within all food groups in place of less healthy choices. Consider cultural and personal preferences to make these shifts easier to accomplish and maintain. Support healthy eating patterns for all. Everyone has a role in helping to create and support healthy eating patterns in multiple settings nationwide, from home to school to work to communities.
How to count beans and peas in the USDA food patterns:
Generally, individuals who regularly eat meat, poultry, and fish would count beans and peas in the Vegetable Group. Vegetarians, vegans, and individuals who seldom eat meat, poultry, or fish would count some of the beans and peas they eat in the Protein Foods Group. Here's an example for both ways: Count the number of ounce-equivalents of all meat, poultry, fish, eggs, nuts, and seeds eaten. 1. If the total is equal to or more than the suggested intake from the Protein Foods Group (which ranges from 2 ounce-equivalents at 1,000 calories to 7 ounce-equivalents at 2,800 calories and above) then count any beans or peas eaten as part of the beans and peas subgroup in the Vegetable Group. OR 2. If the total is less than the suggested intake from the Protein Foods Group, then count any beans and peas eaten toward the suggested intake level until it is reached. (One-fourth cup of cooked beans or peas counts as 1 ounce equivalent in the Protein Foods Group.) After the suggested intake level in the Protein Foods Group is reached, count any additional beans or peas eaten as part of the beans and peas subgroup in the Vegetable Group.
What counts as a cup of fruit?
In general, 1 cup of fruit or 100% fruit juice, or ½ cup of dried fruit can be considered as 1 cup from the Fruit Group. This table below shows specific amounts that count as 1 cup of fruit (in some cases equivalents for ½ cup are also shown) towards your daily recommended intake.
What counts as a cup in the Dairy Group?
In general, 1 cup of milk, yogurt, or soymilk (soy beverage), 1 ½ ounces of natural cheese, or 2 ounces of processed cheese can be considered as 1 cup from the Dairy Group. The table below lists specific amounts that count as 1 cup in the Dairy Group towards your daily recommended intake.
What counts as a cup of vegetables?
In general, 1 cup of raw or cooked vegetables or vegetable juice, or 2 cups of raw leafy greens can be considered as 1 cup from the Vegetable Group. The table below lists specific amounts that count as 1 cup of vegetables (in some cases equivalents for ½ cup are also shown) towards your recommended intake.
What counts as an ounce-equivalent in the Protein Foods Group
In general, 1 ounce of meat, poultry or fish, ¼ cup cooked beans, 1 egg, 1 tablespoon of peanut butter, or ½ ounce of nuts or seeds can be considered as 1 ounce-equivalent from the Protein Foods Group. This table below lists specific amounts that count as 1 ounce-equivalent in the Protein Foods Group towards your daily recommended intake.
What counts as an ounce-equivalent of grains?
In general, 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice, cooked pasta, or cooked cereal can be considered as 1 ounce-equivalent from the Grains Group. The table below lists specific amounts that count as 1 ounce-equivalent of grains towards your daily recommended intake. In some cases the number of ounce-equivalents for common portions are also shown.
Underlying Risk Behaviors (Actual Causes of Death)
Risk behavior/Annual deaths Tobacco 435,000 Obesity 365,000 Alcohol 85,000 Infections 75,000 Toxic agents 55,000 Motor vehicles 43,000 Firearms 29,000 Sexual behavior 20,000 Drug use 17,000
Determinants of Health
The 1979 Healthy People document confirmed: Chronic diseases have replaced infectious diseases as the leading causes of death in the U.S. Heredity, environment, inadequate access to medical care, and lifestyle are the four major contributors to premature morbidity and mortality. 50% of premature illness and death was linked to lifestyle/personal behavior choices.
Key Recommendations
The Dietary Guidelines' Key Recommendations for healthy eating patterns should be applied in their entirety, given the interconnected relationship that each dietary component can have with others. Consume a healthy eating pattern that accounts for all foods and beverages within an appropriate calorie level. A healthy eating pattern includes:[1] A variety of vegetables from all of the subgroups—dark green, red and orange, legumes (beans and peas), starchy, and other Fruits, especially whole fruits Grains, at least half of which are whole grains Fat-free or low-fat dairy, including milk, yogurt, cheese, and/or fortified soy beverages A variety of protein foods, including seafood, lean meats and poultry, eggs, legumes (beans and peas), and nuts, seeds, and soy products Oils A healthy eating pattern limits: Saturated fats and trans fats, added sugars, and sodium Key Recommendations that are quantitative are provided for several components of the diet that should be limited. These components are of particular public health concern in the United States, and the specified limits can help individuals achieve healthy eating patterns within calorie limits: Consume less than 10 percent of calories per day from added sugars[2] Consume less than 10 percent of calories per day from saturated fats[3] Consume less than 2,300 milligrams (mg) per day of sodium[4] If alcohol is consumed, it should be consumed in moderation—up to one drink per day for women and up to two drinks per day for men—and only by adults of legal drinking age.[5] In tandem with the recommendations above, Americans of all ages—children, adolescents, adults, and older adults—should meet the Physical Activity Guidelines for Americans to help promote health and reduce the risk of chronic disease. Americans should aim to achieve and maintain a healthy body weight. The relationship between diet and physical activity contributes to calorie balance and managing body weight. As such, the Dietary Guidelines includes a Key Recommendation to Meet the Physical Activity Guidelines for Americans.[6]
How much food from the Dairy Group is needed daily?
The amount of food from the Dairy Group you need to eat depends on age. Recommended daily amounts are shown in the table below.
How much food from the Protein Foods Group is needed daily?
The amount of food from the Protein Foods Group you need to eat depends on age, sex, and level of physical activity. Most Americans eat enough food from this group, but need to make leaner and more varied selections of these foods. Recommended daily amounts are shown in the table below
How much fruit is needed daily?
The amount of fruit you need to eat depends on age, sex, and level of physical activity. Recommended daily amounts are shown in the table below
How many grain foods are needed daily?
The amount of grains you need to eat depends on your age, sex, and level of physical activity. Recommended daily amounts are listed in this table below. Most Americans consume enough grains, but few are whole grains. At least half of all the grains eaten should be whole grains.
How many vegetables are needed?
The amount of vegetables you need to eat depends on your age, sex, and level of physical activity. Recommended total daily amounts and recommended weekly amounts from each vegetable subgroup are shown in the two tables below.
Healthy Behavior Outcomes for Promoting Physical Activity
The goal of health education is to help students adopt and maintain health-enhancing behaviors, which include: Engaging in moderate to vigorous physical activity for at least 60 minutes every day Regularly engaging in physical activities that enhance cardiorespiratory endurance, flexibility, muscle endurance, and muscle strength Engaging in warm-up and cool-down activities before and after exercise Drinking plenty of water before, during, and after physical activity Following a physical activity plan for healthy weight management Avoiding injury during physical activity Supporting others to be physically active
Characteristics of an Effective Health Education Curriculum
Today's state-of-the-art health education curricula reflect the growing body of research that emphasizes Teaching functional health information (essential knowledge) Shaping personal values and beliefs that support healthy behaviors Shaping group norms that value a healthy lifestyle Developing the essential health skills necessary to adopt, practice, and maintain health-enhancing behaviors. Less effective curricula often overemphasize teaching scientific facts and increasing student knowledge. An effective health education curriculum has the following characteristics, according to reviews of effective programs and curricula and experts in the field of health education:
