COLLEGE OF TEACHER EDUCATION

BACHELOR OF ELEMENTARY EDUCATION

TEACHING PHYSICAL EDUCATION AND HEALTH IN

ELEMENTARY GRADES ESC1

STUDENT LEARNING MODULE 1 MIDTERM-WEEK 2

NOTE:

Do not write anything on this module. You may write your answers on the
separate sheet/s that you will provide.

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 HEALTH EDUCATION

At the end of the lesson students will be able to:

 P rovide information that will serve as motivation for the understandi ng

and appreci ation of Health education
 Ex plain goals of Health Education
 E numerate types of Health Education

Health education is a profession of educating people about health. Areas

within this profession encompass environmental health, physical health, social
health, emotional health, intellectual health, and spiritual health, as well as
sexual and reproductive health education.

Health education can be defined as the principle by which individuals and

groups of people, learn to behave in a manner conducive to the promotion,
maintenance, or restoration of health. However, as there are multiple definitions
of health, there are also multiple definitions of health education. The Joint
Committee on Health Education and Promotion Terminology of 2001 defined
Health Education as "any combination of planned learning experiences based
on sound theories that provide individuals, groups, and communities the
opportunity to acquire information and the skills needed to make quality health
decisions."

The World Health Organization defined Health Education as "comprising

consciously constructed opportunities for learning involving some form of
communication designed to improve health literacy, including improving
knowledge, and developing life skills which are conducive to individual and
community health."

Why is health Education Important?

Health education builds students' knowledge, skills, and positive attitudes
about health. Health education teaches about physical, mental, emotional and

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social health. It motivates students to improve and maintain their health, prevent
disease, and reduce risky behaviors.

Health education builds students' knowledge, skills, and positive attitudes

about health. Health education teaches about physical, mental, emotional and
social health. It motivates students to improve and maintain their health, prevent
disease, and reduce risky behaviors.
Health education curricula and instruction help students learn skills they
will use to make healthy choices throughout their lifetime. Effective curricula
result in positive changes in behavior that lower student risks around: alcohol,
tobacco, and other drugs, injury prevention, mental and emotional health,
nutrition, physical activity, prevention of diseases and sexuality and family life.
Health education promotes learning in other subjects! One study showed
that reading and math scores of third and fourth grade students who received
comprehensive health education were significantly higher than those who did
not. In general, healthy students learn better. Numerous studies have shown
that healthier students tend to do better in school. They have higher attendance,
have better grades, and perform better on tests.

What is the main purpose of health education?

The purpose of health education is to positively influence the health

behavior of individuals and communities as well as the living and working
conditions that influence their health.

Role of health education teacher in primary school level

From the late nineteenth to the mid-twentieth century, the aim of public
health was controlling the harm from infectious diseases, which were largely
under control by the 1950s. By the mid1970s it was clear that reducing illness,
death, and rising health care costs could best be achieved through a focus on
health promotion and disease prevention. At the heart of the new approach was
the role of a health educator. A health educator is "a professionally prepared
individual who serves in a variety of roles and is specifically trained to use
appropriate educational strategies and methods to facilitate the development of
policies, procedures, interventions, and systems conducive to the health of
individuals, groups, and communities" (Joint Committee on Terminology, 2001,
p. 100). In January 1978 the Role Delineation Project was put into place, in
order to define the basic roles and responsibilities for the health educator. The
result was a Framework for the Development of Competency-Based Curricula
for Entry Level Health Educators (NCHEC, 1985). A second result was a
revised version of A Competency-Based Framework for the Professional
Development of Certified Health Education Specialists (NCHEC, 1996).

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History of Health Education
Health education is defined as “any combination of learning experiences
designed to facilitate voluntary actions conducive to health” (Green and Kreuter
2005). Although the history of health education dates back to the 19th century, it
was not until the 1940s that the field began evolving as a distinct discipline.
Over time, health education’s theory and practice base have broadened from
focusing on one-to-one and mass media behavioral interventions to encompass
responsibility for policies, systems, and environments that affect population
health. In the early 21st century, the terms health education and health
promotion (i.e., the latter including an ecological approach) are often used
interchangeably in the United States, while internationally health promotion is
used as an overarching concept that includes health education. Health
education is considered a mature profession given that it has developed a
discrete body of knowledge, defined competencies, a certification system for
individuals, a code of ethics, a federal occupational classification, and
recognized accreditation processes in higher education. Health education is
generally aligned with the behavioral and social sciences as one of the core
dimensions of public health study and practice. Additionally, the field draws from
theories and models from education, health studies, communications, and other
diverse areas. The unique combination of these knowledge areas forms the
basis for health education competencies. Health educators employ a core set of
competencies, regardless of the diverse practice settings in which they work
(i.e., schools, universities, health departments, community-based organizations,
health-care settings, worksites, and international organizations). This
bibliography is organized around major areas of health education practice, such
as assessing, planning, implementing, managing, and evaluating health

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education or health promotion programs, services, and interventions. It includes
historical and philosophical foundations, and development of its professionalism
and ethics. The discipline embraces both qualitative and quantitative methods,
community-based participatory research, health communication and social
marketing principles, and policy and media advocacy to accomplish program
objectives. Health educators are stalwarts in the fight for social justice and
believe that the health of a population should be a priority in any society.
According to the U.S. Department of Health and Human Services, health
education in the United States dates back to the 1798, when a federal network
of hospitals was established to assist ill seamen. Dr. John Woodworth, the first
Supervising Surgeon, now known as the Surgeon General, was appointed in
1871, the year after the establishment of the Marine Hospital Service. 1800s
Charles M. Wetherill, a chemist, was appointed by President Lincoln in 1862 to
serve in what later became known as the Bureau of Chemistry. This was a part
of the new Department of Agriculture but was the predecessor of the Food and
Drug Administration. President Abraham Lincoln on January 4, 1889, the
Commissioned Corps was formally authorized by Congress. Initially, only
physicians were appointed. Dr. Woodworth is credited with the formal creation
of the Commissioned Corps. Dr. Woodworth organized the Marine Hospital
Service medical personnel along Army military structure, to facilitate a mobile
force of health professionals that could be moved for the needs of the service
and country. The stated mission of the Commissioned Corps of the U.S. Public
Health Service is "Protecting, promoting, and advancing the health and safety of
the
Nation" in accordance with the Corps four Core Values: Leadership, Excellence,
Integrity, and Service. Commissioned officers The members of the
Commissioned Corps number over 6,600 officers in 11 professional categories:
• Dentist • Dietitian • Engineer • Environmental health officers • Health Service
Officers • Nurse. • Medical • Pharmacist • Scientist •Therapists (including
physical, occupational, speech ) • Veterinarian The Health Services Officer
(HSO) category comprises over 50 specialties, including audiology, social
workers, physician assistants,optometrists, statisticians, computer scientists,
dental hygienists, medical records administrators, medical technologists and
others. 1900 to 1950 In 1906, Congress authorized the federal government to
set standards regarding the safety of foods and medicines. This would later
transition to a responsibility of the Food and Drug Administration. In 1912,
President Theodore Roosevelt encouraged the establishment of a Children's
Bureau to fight the exploitation of children. 1951-1999 President Eisenhower
officially established the Department of Health, Education and Welfare on April
11, 1953. The Department of Education and the Department of Health and
Human Services were later separated. The Salk polio vaccine was licensed in
1955. Polio was a medical oddity that baffled researchers for years. It was first

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recorded in 1835 and grew steadily more prevalent. It took a long time to learn
that the virus was transmitted by fecal matter and secretions of the nose and
throat. It entered the victim orally, established itself in the intestines, and then
travelled to the brain or spinal cord. In 1961 brought the first White House
Conference on Aging. The White House Conference on Aging (WHCoA) is a
once-a-decade conference sponsored by the Executive Office of the President
of the United States which makes policy recommendations to the president and
Congress regarding the aged. The first of its kind, the goals of the conference
are to promote the dignity, health and economic security of older Americans. It
has been claimed that it is perhaps the best-known White House conference.
The first Surgeon General's Report on Smoking and Health was released in
1964. The following year, the Head Start program was born. The Head Start
Program is a program of the United States Department of Health and Human
Services that provides comprehensive education, health, nutrition, and parent
involvement services to low-income children and their families. Washtenaw
head start school superior township in Michigan. Lady Bird Johnson Visiting a
Classroom for Project Head Start in 1966. In 1966, the International Smallpox
Eradication program was implemented and worldwide eradication of the
disease was realized in 1977. Smallpox was an infectious disease unique to
humans, caused by either of two virus variants, Variola major and Variola
minor. Smallpox localized in small blood vessels of the skin and in the mouth
and throat. In the skin it resulted in a characteristic maculopapular rash and,
later, raised fluid-filled blisters. In 1981, AIDS was officially identified, but the
virus was not isolated and classified until 1984. Human immunodeficiency virus
infection / acquired immunodeficiency syndrome (HIV/AIDS) is a disease of the
human immune system caused by infection with human immunodeficiency virus
(HIV).[1] During the initial infection, a person may experience a brief period of
influenza-like illness. This is typically followed by a prolonged period without
symptoms. As the illness progresses, it interferes more and more with the
immune system, making the person much more likely to get infections, including
opportunistic infections and tumors that do not usually affect people who have
working immune systems. HIV is transmitted primarily via unprotected sexual
intercourse (including anal and even oral sex), contaminated blood
transfusions, hypodermic needles, and from mother to child during pregnancy,
delivery, or breast feeding.[2] Some bodily fluids, such as saliva and tears, do
not transmit HIV.[3] Prevention of HIV infection, primarily through safe sex and
needle-exchange programs, is a key strategy to control the spread of the
disease. There is no cure or vaccine; however, antiretroviral treatment can slow
the course of the disease and may lead to a near-normal life expectancy. While
antiretroviral treatment reduces the risk of death and complications from the
disease, these medications are expensive and may be associated with side
effects. In 1990, the Nutrition Labelling and Education Act was passed, which

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authorized food labels. Nutrition labelling is information found on the labels of
pre-packaged
Nutrition Facts table .The ingredient list some optional nutrition claims. In 1993,
the Vaccines for Children Program were implemented, which provided free
immunizations to minors under the age of eighteen in low income families. In
1997, state health care coverage to additional children was expanded. Health
care in the United States is provided by many distinct organizations. Health
care facilities are largely owned and operated by private sector businesses.
Health insurance for public sector employees is primarily provided by the
government. 60-65% of healthcare provision and spending comes from
programs such as Medicare, Medicaid, TRICARE, the Children's Health
Insurance Program, and the Veterans Health Administration. Most of the
population under 65 is insured by their or a family member's employer, some
buy health insurance on their own, and the remainder are uninsured. 2000 and
Beyond In 2001 and 2002, awareness of bioterrorism escalated as anthrax was
mailed, and the fight against other emergency health threats increased.
Bioterrorism is terrorism involving the intentional release or dissemination of
biological agents. These agents are bacteria, viruses, or toxins, and may be in a
naturally occurring or a human modified form. For the use of this method in
warfare. M-17 nuclear, biological and chemical warfare mask and hood. World
Health History In late 2004, the Global Health Histories project was formed by
the World Health Organization. It emphasizes the importance and necessity of
historical education in assisting to develop goals for better health. The United
Nations established the World Health Organization on April 7, 1948. This day is
now celebrated yearly as World Health Day. In 2008, the World Health
Organization celebrated its 60th anniversary.

Health Education Philosophy

“According to many health experts, for the first time in the history of the United
States young people are less healthy and less prepared to receive their places
in society than their parents were” (Health Education, 2003, Online). The Center
for Disease Control has six major risk factors that adolescents are facing today.
These include tobacco use, dietary patterns contributing to disease, sedentary
lifestyle, sexual behaviors that result in HIV infection or other STDs and
unintended pregnancy, alcohol and other drug use, and behaviors that result in
intentional and unintentional injuries. To reduce risk behavior and improve
health an effective health education program will help students understand
wellness, allow students to explore knowledge, attitudes and beliefs, and
include effective teaching.

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To most people health is physical. Ask a young child what being healthy is and
most likely they will think it means, “not being sick”. Health is much more than a
physical process, it is very multidimensional. There are five dimensions,
physical, intellectual, social, emotional and spiritual, and each person must
work to improve health across all dimensions. To accomplish this balance, and
effective health education program is essential.

An effective health education program has to give students correct health

knowledge to reduce risk behaviors and allow students to explore personal
attitudes and beliefs about health and being healthy. Students have to learn
how to change negative behaviors into positives. Youth today in some ways
have blinders on that limit understanding the consequences they might face if
they do not acquire and apply health knowledge.

The knowledge that students receive must come from a comprehensive health
program. An effective program includes lessons on; mental and emotional
health; family living; growth and development; nutrition; personal health;
alcohol, tobacco, and other drugs; communicable and chronic diseases; injury
prevention and safety; consumer and community health; and environmental
health. These units include critical health knowledge that will promote risk
reduction and prevention.

Yet another goal is help youth use the decision making model. The decision
making model will be in every unit of the comprehensive health program. It
must be taught to students to ensure that they know how to make healthy
decisions based on knowledge and their personal values.

Based on knowledge and values, students must be able to use resistance and
refusal skills. By using the decision making model students will be able to take
real life situations and practice those health related skills in a number of
situations that might arise in their lives such as; peer pressure to abuse drugs,
cheating or stealing. In every unit students will be able to apply refusal and
resistance skills.

A comprehensive health program is also responsible for teaching students

health literacy. The four characteristics of a health literate individual are:
selfdirected learner, responsible and productive citizen, critical thinker and
problem solver, and effective communicator. As adolescents and as adults
these skills are an important foundation to prevent unhealthy behaviors.

To accomplish these goals and create an effective health education program I

will emphasize a relaxed yet challenging atmosphere. I will teach students the
decision making process and other life skills. Also, each unit will focus on all
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students’ individual needs and interests. I will include active listening into my
classroom to try to increase motivation and participation and allow students to
be more responsible for their own learning. Students will then learn the best
and be able to practice skills and apply knowledge.

An effective health education program needs to focus on wellness, allow

students to explore knowledge, attitudes and beliefs, and teach life skills to
reduce the six CDC risk behaviors. By implementing K-12 health education
students will be able to apply everything they have learned into their lives. An
unknown author talked about developing students; “a teacher's purpose is not
to create students in his own image, but to develop students who can create
their own image.” Be engaging students in the learning process, they will
improve health.

Influential Philosophers in Health Education

Dorothy Bird Nyswander

Dr. Nyswander was born September 29, 1894. She earned her bachelor's
and master's degree at the University of Nevada and received her Doctorate in
educational psychology at Berkeley. She is a founder of the School of Public
Health at the University of California at Berkeley. Dr. Nysawnder pursued her
interest in public health at the Works Progress Administration during the
depression. She served with the Federal Works Agency contributing to the
establishment of nursery schools and child care centers to accommodate young
mothers working in defense plants. She set up these centers in 15 northeastern
states. This did not happen quickly so she advocated all over the nation to train
people to act as foster parents for the children of working women. Dr.
Nyswander became the director of the City health Center in Astoria, Queens in
1939. She spent her time as director promoting the idea of New York City
keeping an eye on the health of children. They would do this by keeping records
that would follow them to whatever school they might move to. She wrote
"Solving School Health Problems" which is an analysis of the health issues in
New York children. This is still used in public health education courses today.

Mayhew Derryberry

Dr. Derryberry was born December 25, 1902 and earned his bachelor's
degree in chemistry and mathematics at the University of Tennessee. He began
his career in 1926 with the American Child Health Association as the director of
one of the first large-scale studies of the health status of the nation's
schoolchildren. A year after his work with the American Child Health Association
he earned his master's degree in education and psychology at Columbia
University. He then went on to earn his doctorate and moved to the New York
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City Health Department as the secretary to the sanitary superintendent. He
finally moved to Washington DC and joined the US Public Health Service as a
senior public health analyst. He became chief of the Public Health Service and
began assembling a team of behavioral scientists. They studied the nexus of
behavior, social factors, and disease. Two scientists and Derryberry conducted
the study of the role of health beliefs in explaining utilization of public health
screening services. This work contributed to the development of the Health
Belief Model. This provided an important theoretical foundation for modern
health education. His legacy was very important because he engaged
behavioral and social scientists in the problems of public health and gave
importance to the role of that health education plays on human health.

Elena Sliepcevich
Elena Sliepcevich was a leading figure in the development of health
education both as an academic discipline and a profession. She graduated from

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the University of Ireland in 1939 and received her master's degree from the
University of Michigan in 1949. She received her doctorate in physical
education from Springfield College in 1955. After completing her schooling,
Elena Sliepcevich worked at Ohio State University in 1961 as a professor of
health education. There she helped direct the School Health Education Study
from 1961 to 1969, and most health education curricula used in schools today
are based on the ten conceptual areas identified by the School Health
Education Study. These ten areas of focus include community health,
consumer health, environmental health, family life, mental and emotional
health, injury prevention and safety, nutrition, personal health, prevention and
control of disease, and drug use and abuse.

Helen Agnes Cleary

Helen Cleary was born March 28, 1914, at Petersburg, South Australia.
She trained as a nurse at the Broken Hill and District Hospital in New South
Wales. She became a general nurse in 1941, and an obstetric nurse in 1942.
She joined the Royal Australian Air Force Nursing Service as a sister on
November 15, 1943. Along with other RAAF nurses, she would partake in
evacuations throughout New Guinea and Borneo, which earned the nurses the
nickname "the flying angels", and were also known as the "glamor girls" of the
air force. In April 1945, she was ranked No. 2 Medical Air Evacuation Transport
Unit, and began bringing thousands of Australian and British servicemen from
prisoner-of-war camps after Japan had surrendered. She and other nurses
cared for many patients who suffered from malnutrition and dysentery. During
the Korean War, Cleary was charge sister on the RAAF, where she organized
medical evacuations of Australians from Korea, fought for better treatment and
conditions of the critically wounded, and nursed recently exchanged Prisoners
of War. On August 18, 1967, Ms. Cleary was made honorary nursing sister to
Queen Elizabeth II. She had been appointed an associate of the Royal Red
Cross in 1960, and became a leading member in 1968 for her contributions to
the training of medical staff, and for maintaining "the high ideals of the nursing
profession". She retired on March 28, 1969, and later died on August 26, 1987.

Delbert Oberteuffer
A long time health educator, Delbert Oberteuffer definitely made his mark
on the physical education and health education world. He was born in Portland,
Oregon in 1902 where he remained through college, attending the University of
Oregon receiving his bachelor's degree. His next step took him to the
prestigious Columbia University where he obtained his Masters of Arts and
Doctor of Philosophy Degree. He furthered his education by becoming a
professor at Ohio State University where he taught from 1932 until 1966. During
his time there, he was head of the Men's Physical Education Department for 25

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years. After years of hard work, he was rewarded with numerous jobs including
the President of the American School Health Association and The College of
Physical Education Association. He died in 1981 at the age of 79. He was
survived by his wife, Katherine, and his son, Theodore K. Oberteuffer.

Howard Hoyman
Howard Hoyman is mainly recognized for his work in sex education and
introductions of ecology concepts. He is credited for developing the original sex
education program for students in grades 1 through 12. The model Hoyman
created heavily influenced the thinking of many health educators. Hoyman
received his bachelor's degree from Ohio State University in 1931. He then
went on to earn his master's degree in 1932 and Doctorate in 1945 from the
University of Colombia. Throughout his career he wrote over 200 articles and
was honored many times by multiple organizations such as Phi Beta Kappa and
the American Public Health Association. Dr. Hoyman retired in 1970 as A
Professor Emeritus.

Lloyd Kolbe
Lloyd Kolbe received his B.S. form Towson University and then received
his Ph.D. and M.Ed. from the University of Toledo during the 1970s. Dr. Kolbe
played a huge role in the development of many health programs applied to the
daily life of different age groups. He received the award for Excellence in
Prevention and Control of Chronic Disease, which is the highest recognition in
his department of work, for his work forming the Division of Adolescent and
School Health. Dr. Kolbe was the Director of this program for 15 years. He has
also taken time to write and publish numerous books such as Food marketing to
Children and Youth and School as well as Terrorism Related to Advancing and
Improving the Nation’s Health.

Robert Morgan Pigg

University of Florida professor, Robert Morgan Pigg, started his health
career in 1969 when he received his bachelor's degree in Health, Physical
Education, and Recreation from Middle Tennessee State University. A year
later he received his M.Ed; also from Middle Tennessee University before
moving on to Indian University where he obtained his H.S.D. in 1974 and his
M.P.H. in 1980.
He held many jobs at numerous Universities including Western Kentucky
University, University of Georgia, Indiana University, and the University of
Florida where he currently resides today. Pigg's main focus of interest is the
promotion of health towards children and adolescents. After spending 20 years
as Editor for the Journal of Health, he was given the job as Department Chair in
2007 for The University of Florida.

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Linda Rae Murray
Linda Rae Murray holds her MD, and MPH. Currently she is the Chief
Officer for the Ambulatory & Community Health Network. She was elected
president November 2009. Dr. Murray has served in a number of Medical
settings her most recent being Medical Director of the federally funded health
center, Winfield Moody, serving the Cabrini–Green public housing project in
Chicago. She has also been an active member of the board of national
organizations. Along with this she served as Chief Medical Officer in primary
care for the twenty three primary care and community health centers. Today
Murray serves as the Chief Medical Officer for the Cook County Health &
Hospital system. Dr. Murray has also been a voice for social justice and health
care as a basic human right for over forty years.
Mark J. Kittleson
Mark J. Kittleson is a professor at New Mexico State University for Public
Health Education. His interests include Educational Technology and
Behaviorism; he attended the University of Akron and received his PhD in
Health Education. Dr. Kittleson has experience as owner and founder of the
HEDIR a place where people can hold discussions related to health and health
education. His honors and awards consist of Scholar of the Year, American
Association of Health Education 2008 and he is a member of the American
Association of Health Education.

Elaine Auld
Elaine Auld has been a leading figure for over more than 30 years in the
health education field. She attended the University of Michigan, MPH, and
Health Behavior/Health Education, from 1976 to 1978 Elaine is the chief
executive officer for the Society for Public Health Education (SOPHE) and has
had many contributions in health promotion and health communications. She
has been a certified health specialist since 1989 and in 1996 was an adviser to
the first Health Education Graduate Standards. Elaine was involved with the
Competency Update Project (CUP), which provided standards for the health
education profession. Elaine's interest and work are related to health education
credentialing and standards, workforce development, public policy, and health
equity. For the last decade Elaine has been a site visitor for the Council on
Education for Public Health, and also strengthened the accreditation and
preparation of future health specialists, which is key to an overall healthy
wellbeing. Elaine has received two awards U of MI SPH Alumni of the Year
Award in 2010 and SOPHE Distinguished Fellow in 2008.

Susan Wooley
Susan Wooley received her bachelor's degree from Case Western Reserve

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University, a master's degree in health education from the University of North
Carolina at Greensboro, and a Ph.D. in health education from Temple
University. Susan is the executive director of the American School Health
Association and has been a member to ASHA for 31 years. She co-edited
Health Is Academic: A Guide to Coordinated School Health Programs and co-
authored Give It a Shot, a Toolkit for Nurses and Other Immunization
Champions Working with Secondary Schools. Susan has had many previous
jobs such as CDC's Division of
Adolescent and School Health, Delaware State College, American Association
for Health Education and Delaware Department of Public Instruction and is also
a certified health specialist. Wooley spent four years on a curriculum
development project for elementary schools, Science for Life and Living:
Integrating Science, Technology and Health. Now Susan oversees the day-
today operations of a national professional association and provides
consultation and technical assistance to others working toward health
education.

Goals of Health Education

The goal of health promotion is to promote health and prevent disease,
disability, and premature death through education-driven behaviors and related
activities. Communities and populations, through positive health promotion
strategies, are able to improve their knowledge, attitudes, skills, and behaviors.

What are the three types of health Education?

There are at least three types of health education. The first and most
common is education about the body and how to look after it. The provision of
information and advice on human biology and hygiene is vital for each new
generation. The second is about health services-information about available
services and the "sensible" use of health care resources. But the third, about
the wider environment within which health choices are made, is relatively
neglected. It is concerned with education about national, regional, and local
policies, which are too often devised and implemented without taking account of
their consequences for health. This third type is part of the currently moribund
public health tradition. At a time when many are trying to improve methods of
health education at least equal attention should be paid to its content.

Health Discussions

Growth and Development

Alcohol, Tobacco and Other Drugs
Nutrition
Personal and Community Health

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 Injury Prevention and Safety
Mental, Emotional and Social Health
Defining Health Promotion and Disease Prevention

Growth and Development

Growth and Development is the area of health that focuses on keeping
body systems healthy, recognizing healthy habits that protect female and male
reproductive health, learning about pregnancy and childbirth, learning about the
development of and responsible care for infants and children, developing a
learning style, achieving the developmental tasks of adolescence, developing
habits that promote healthful aging, and sharing with family feelings about dying
and death. It also focuses on teaching people important life skills.

Alcohol, Tobacco and Other Drugs

Prevention programs are most likely to be successful when school
personnel collaborate with parents, other community residents, and agencies.
Extensive research studies indicate that successful programs help students to
recognize internal and external pressures that influence them to use alcohol,
tobacco, and other drugs. Successful prevention efforts assist students to
develop personal, social, and refusal skills and emphasize that ATOD use is not
the norm among most students. Effective programs are developmentally
appropriate, use interactive teaching strategies, and are culturally sensitive and
relevant for students. (Drug Strategies, 1996)

Nutrition
Health education builds students' knowledge, skills, and positive attitudes
about health. Health education teaches about physical, mental, emotional and
social health. It motivates students to improve and maintain their health, prevent
disease, and reduce risky behaviors.

Personal and Community Health

Discuss key components of health and wellness, including personal
physical health and emotional health, as well as community health issues. Use
critical thinking skills to analyze, synthesize, and evaluate health information.
Develop strategies for communicating health messages

Injury Prevention and Safety

Injury Prevention and Safety is the area of health that focuses following
guidelines to reduce the risk of unintentional injuries. It is an important area of
health that teaches young people important life skills to help keep them safe
and out of harms way in the future. The over all area of Injury Prevention and
safety includes following safety guidelines for the following risk situations:

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Unintentional Injuries, Severe Weather, Natural Disasters, and National Alerts,
Motor Vehicle Safety, Violence, Respecting Authority and Obeying Laws,
Physical Violence and Abuse, Sexual Violence and Abuse, Gangs, Weapons,
First Aid.

Mental, Emotional and Social Health

Mental health includes our emotional, psychological, and social well-
being. It affects how we think, feel, and act. It also helps determine how we
handle stress, relate to others, and make choices. Mental health is important at
every stage of life, from childhood and adolescence through adulthood.

Defining Health Promotion and Disease Prevention

Health promotion and disease prevention programs focus on keeping
people healthy. Health promotion programs aim to engage and empower
individuals and communities to choose healthy behaviors, and make changes
that reduce the risk of developing chronic diseases and other morbidities.
Defined by the World Health Organization, health promotion is:

“The process of enabling people to increase control over, and to improve,

their health. It moves beyond a focus on individual behavior towards a wide
range of social and environmental interventions.”
Disease prevention differs from health promotion because it focuses on specific
efforts aimed at reducing the development and severity of chronic diseases and
other morbidities.

Wellness is related to health promotion and disease prevention. Wellness

is described as the attitudes and active decisions made by an individual that
contribute to positive health behaviors and outcomes.

Health promotion and disease prevention programs often address social

determinants of health, which influence modifiable risk behaviors. Social
determinants of health are the economic, social, cultural, and political conditions
in which people are born, grow, and live that affect health status. Modifiable risk
behaviors include, for example, tobacco use, poor eating habits, and lack of
physical activity, which contribute to the development of chronic disease.

Module 1 | Page 16
Answer the following questions:
1 . What are your own goals in health?
2 . What is the role of health education in primary school level?
3 . What are the types of health education? Explain.

REFERENCES:
Rovegno, I. & Bandhauer, D. (2013) Elementary Physical Education:
Curriculum Instruction. Burlington, MA: Jones and Barlett Learning. / Rink, J.
(2013). Teaching Physical Education for Learning (7 th Ed.). New York:
McGrawHill / https://us.humankinetics.com/blogs/excerpt/physical-education-
makessignificant-contributions-to-overall-education /
https://blog.schoolspecialty.com/what-are-the-goals-of-physical-education/
https://www.reference.com/health/four-objectives-physical-
education2456b29ca4935159

Prepared by Reviewed by
ARGEL N. DELOS SANTOS
Module 1 | Page 17
Instructor

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