HLED226 Chapter 1 Quiz

Which of the following is not a core aspect of a skills-based health education curriculum? A. planned and sequential curriculum B. builds functional knowledge C. develops skill proficiency D. is teacher directed

D. is teacher directed

Self-efficacy is A. a person's belief that actions can produce the desired outcome B. a person's desire to reach a desired outcome C. a person's actions to accomplish a goal D. a person's belief that the desire to accomplish something is enough

A. a person's belief that actions can produce the desired outcome

When considering how to look at health, individuals should do all the following except A. considering family influence on areas of importance related to personal health and well-being B. look at health through a focused, narrow lens C. consider how values may affect how one understands healths and well-being D. look at health through a broad lens that takes into account various perspectives and possibilities

B. look at health through a focused, narrow lens

Which of the following is not true about functional information? A. Functional information is information that students will directly apply to a given skill. B. Functional information is determined based on data and student need C. Functional information is interesting facts and figures that keep students engaged D. Functional information is directly related to intended student outcomes

C. Functional information is interesting facts and figures that keep students engaged

When implemented, health education curricula should A. operate independently with little interaction across the school B. be integrated into other subject areas with no standalone class C. coordinate with other areas of the school for increased reach D. teach students what to value and believe about their health

C. coordinate with other areas of the school for increased reach

Health behaviors have been shown to have a(n) ___________ relationship on academic outcomes A. indirect B. negative C. neutral D. positive

D. positive

Which step of the skill development model allows students to think about how they can use the skill in their daily lives? A. model the skill B. provide feedback and reinforcement C. present the steps of the skill D. practice or rehearse the skill using a real-life scenario

D. practice or rehearse the skill using a real-life scenario

The skill development model consists of five steps. In which step would you generate positive and negative examples of how the skill might be applied? A. introduce the skill B. model the skill C. practice and feedback D. present skill cues/critical elements E. assess the skill and support transfer

B. model the skill

Which of the following is not category of health behavior measured by the Youth Risk Behavior Surveillance System? A. unhealthy dietary behaviors B. inadequate physical activity C. driving behaviors D. alcohol and other drug use

C. driving behaviors

The School Health Index is a tool that can be used to A. assess school-level policies and programs B. assess health education curriculum C. assess district level policies and programs D. assess local wellness policies

A. assess school-level policies and programs