The Essentials of Teaching Health Education. Curriculum, Instruction, and Assessment

Part I. Building the Foundation of a Skills-Based Approach
Chapter 1. The Role of Health Education
Health as a Continuum
The Need for Health Education
Using Resources in School-Based Health Education
Designing Health Education
Improving Health Outcomes
Summary

Chapter 2. Understanding a Skills-Based Approach
Components of Skills-Based Health Education
Skills-Based Health Education in Practice
Support for Skills-Based Health Education
Summary

Chapter 3. Equity and Justice in Health Education
Health Disparity and Health Inequity
Factors Contributing to Inequities
Social Justice and Health Equity
Social Justice Practices for Your Classroom
Summary

Chapter 4. Developing Health-Literate Individuals
Components of Health Literacy
Continuum of Health Literacy
Developing Health Literacy as an Asset
Establishing Health Literacy for Life
Summary

Chapter 5. Examining Student Motivation
Theories of Motivation
Developmental Levels and Motivation
General Considerations Across Age Levels
Summary

Chapter 6. Making Cross-Curricular Connections
A Coordinated Approach to Student Success
Shaping Local Wellness Policies
Making Interdisciplinary Connections for School Improvement
Summary

Part II. Teaching to the National Health Education Standards
Chapter 7. Accessing Valid and Reliable Information, Products, and Services
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary

Chapter 8. Analyzing Influences
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary

Chapter 9. Interpersonal Communication
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary

Chapter 10. Decision Making
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary

Chapter 11. Goal Setting
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary

Chapter 12. Self-Management
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary

Chapter 13. Advocacy
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary

Part III. Developing Curricula and Assessments
Chapter 14. Using Data to Inform Curriculum Planning Compiling Functional Information
Gathering and Understanding Data
Interpreting Data to Make Decisions on Curriculum
Using Data to Build Support for Health Education
Summary

Chapter 15. Eight Steps for Curriculum Development
Step 1: Get to Know the Students and the Community
Step 2: Formulate Goals
Step 3: Design Benchmark Assessments
Step 4: Determine Health Topics, Functional Information, and Skills
Step 5: Create a Scope and Sequence
Step 6: Develop Unit Plan, Objectives, and Outcomes
Step 7: Develop Unit Assessments
Step 8: Create Lesson Plans
Summary

Chapter 16. Designing Meaningful Assessments
Purpose of Assessment
Types of Assessment
Authentic Assessment
Rubrics and Grading
Constructive Feedback
Summary

Part IV. Strategies for Effective Instruction
Chapter 17. Creating a Positive Learning Environment
Know Yourself
Have a Plan
Build Relationships With Your Students
Establish Classroom Norms, Consequences, and Reward Systems
Foster Student Leadership and Involvement
Be a Positive Role Model
Summary

Chapter 18. Implementing a Skills-Based Approach
Facilitate Learning Experiences
Format Lessons to Support Skill Development and Knowledge Acquisition
Provide Engaging, Relevant Experiences
Foster Participation and Active Learning
Provide Opportunities for Self-Reflection, Internalization, and Personalization
Provide Opportunities for Skill Development
Summary

Chapter 19. Meeting the Unique Needs of Teaching Elementary Health Education
Making Time for Health Education
Considerations for the Elementary Level
Using Children’s Literature to Support Health Education
Engaging Families and the Community
Summary

Chapter 20. Professional Development and Advocacy
Staying Current and Relevant
Engaging in Professional Development Opportunities
Developing a Personalized Professional Development Plan
Using What You Learn
Advocating for Health Education
Summary

The Essentials of Teaching Health Education, Second Edition, presents a skills-based approach to teaching K-12 health education that prepares students for success in the 21st century. This practical text is written by seasoned and highly credentialed authors with experience in both university and K-12 settings. It provides educators all they need to build, teach, and assess a health education program that will help their students become health literate, develop self-efficacy, and gain the 21st-century skills they need to maintain or improve health and well-being.

What Sets This Book Apart
This text meets the unique needs of schools, teachers, and students. It emphasizes an individualized approach to enhancing student learning and developing skills based on current research and national health education standards.

This new edition of The Essentials of Teaching Health Education features the following:

• Two new chapters: one on the role of health education in the 21st century and the other on equity and social justice in health education
• An updated definition of skills-based health education
• A revised skill-development model that puts learning theory into practice as well as updated research connecting this approach to health behavior theory and learning theory
• A new student resource accessed through HKPropel
• Practical strategies for curriculum design and program development with a skills-based approach—one that makes it easy to put the content into action and make a meaningful impact on students
• Real-world examples to help readers understand and apply the content, along with summaries, key points, and review questions that aid in retaining the information
• Vocabulary words and definitions to help students keep up with the ever-changing terminology in health education

Ancillaries for adopting instructors are available online.

Book Organization
The book is arranged into four parts. Part I delves into the skills-based approach to health education, explaining the role of health education, discussing equity and justice in health education, describing the importance of the approach, and demystifying student motivation. Part II focuses on how to teach skills that are based on the National Health Education Standards: accessing valid and reliable information, products, and services; analyzing influences; interpersonal communication; decision making and goal setting; self-management; and advocacy.

Part III explores how to use data to inform curriculum planning, outlines the eight steps for curriculum development, and shows teachers how to design meaningful assessments. In part IV, readers learn how to create a positive learning environment, implement a skills-based approach, and meet the unique needs of elementary health education. The final chapter examines professional development beyond the classroom.

A Framework for Successful Acquisition of Skills
The Essentials of Teaching Health Education, Second Edition, offers evidence-informed strategies as it guides teachers through the critical process of supplying students with the tools they need for success in school and in life. The authors use the Partnership for 21st Century Skills framework to set the foundation for teaching the skills students need.

The text is comprehensive and flexible to meet all students’ needs. With all the ancillaries and tools it provides, educators are set to deliver a complete, well-rounded curriculum that will prepare future teachers for success.

Note: A code for accessing HKPropel is included with all new print books.

Sarah Sparrow Benes, EdD, CHES, received her EdD in curriculum and teaching from Boston University, her EdM in human movement from Boston University, and her BS in athletic training from the University of Connecticut. She is on track to earn her master’s degree in public health in 2021. Sarah worked as a graduate assistant athletic trainer and an assistant athletic trainer at Boston University before transitioning to teaching full time and running the physical education and health education programs for six years. Dr. Benes is now at Merrimack College as an associate clinical professor in the School of Health Sciences. She has taught a range of courses, including curriculum and teaching methods, student teaching practicums, health education for elementary educators, health behavior theory, and introduction to public health. Dr. Benes developed and led the first short-term study abroad course in the School of Health Sciences, taking students to Scotland as part of a course comparing public health in the United States and abroad. Dr. Benes’ research interests include skills-based health education, physical activity in the classroom, and enhancing school-based physical education and health education programming. Dr. Benes is currently on the board of SHAPE America and she has served as chair of the Health Education Council of SHAPE America. She has done curriculum development with many districts in Massachusetts, has conducted skills-based health education professional development across the country and internationally, and has written many health education presentations and publications. She currently lives in Natick, Massachusetts, with her husband, two daughters, and a yellow lab. She enjoys reading, hiking, and going on adventures with her family.

Holly Alperin, EdM, MCHES, has over 20 years of experience in both public health and education. She holds an EdM in policy, planning, and administration from Boston University and a BS in health education and health promotion from Central Michigan University. She has the Master Certified Health Education Specialist (MCHES) designation. Currently, at the University of New Hampshire (UNH) she is a faculty member in the department of kinesiology’s health and physical education teacher preparation program. Prior to UNH, she worked for 16 years with the Massachusetts Department of Elementary and Secondary Education in a variety of roles that supported schools’ efforts to strengthen policies, increase capacity around school health programs and school nutrition programs, and improve professional development for educators. Through work at the local, state, national, and international levels, she supports the implementation of a skills-based health education program and collaborates with schools and communities as they create a culture of health and well-being for all young people. Ms. Alperin’s research interests include skills-based health education, creating a culture of health and well-being in schools that ensures safe and equitable health education experiences, and enhancing school-based physical education and health education programming. Ms. Alperin currently serves in a variety of volunteer roles, including a member of the Publications Committee and Health Education Council for SHAPE America, and she is the past vice president of health education for the New Hampshire Association for Health, Physical Education, Recreation and Dance. She lives in Atkinson, New Hampshire, with her husband and two daughters. In her free time, she enjoys the beach, outdoor adventures, skiing with her family, and taking time to enjoy a good book.