Description
Introduction
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 Resources
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Part III. Putting Everything Into Practice
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. Six Steps for Curriculum Development
Step 1: Get to Know the Students and the Community
Step 2: Use Data to Determine the Health Topics, Functional Information, and Skills
Step 3: Create a Scope and Sequence
Step 4: Develop a Unit Plan, Objectives, and Outcomes
Step 5: Develop Unit Assessments
Step 6: Create Lesson Plans
Summary
Chapter 16. Designing Meaningful Assessments
Purposes 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
Build Relationships With Your Students
Have a Plan
Establish Classroom Norms and Group Agreements
Foster Student Leadership and Involvement
Be a Positive Role Model
Summary
Chapter 18. Implementing a Skills-Based Approach
Using Participatory Methods to Support Skill Development and Functional Knowledge
Facilitate Meaningful, Relevant Learning Experiences
Provide Opportunities for Self-Reflection, Internalization, and Personalization
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 Learning and Advocacy
Staying Current and Relevant
Engaging in Professional Development Opportunities
Developing a Personalized Professional Development Plan
Using What You Learn
Action Research in the Classroom
Advocating for Health Education
Summary
Sarah Benes, EdD, MPH, CHES, is an assistant professor and the coordinator of the school health education program at Southern Connecticut State University. She earned a BS in athletic training at University of Connecticut, an EdM in human movement from Boston University in 2006, and an EdD in curriculum and teaching from Boston University in 2010. In 2021, she also completed a master’s degree in public health. She 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 and health education programs for six years. Benes then held a position as an associate clinical professor in the School of Health Sciences at Merrimack College.
Benes’ research and scholarship interests include skills-based health education, equity and justice in health education, physical activity in the classroom, and enhancing school-based physical and health education programming. She is a past president of SHAPE America, after serving on the board for three years and as chair of the Health Education Council. She has done curriculum development with many districts in Massachusetts, has conducted skills-based health education professional development in multiple states across the country and internationally, and has written more than a dozen health education presentations and publications. She currently lives in Natick, Massachusetts, with her husband and two daughters. She enjoys yoga and meditation, reading, hiking, and going on adventures with her family.
Holly Alperin, EdM, MCHES, is a clinical associate professor at the University of New Hampshire (UNH) with over 20 years’ experience in both public health and education. As a faculty member and program coordinator of the department of kinesiology’s health and physical education teacher preparation program, she focuses on preparing preservice educators to teach using a skills-based approach. Prior to UNH, she worked at the Massachusetts Department of Elementary and Secondary Education in a variety of roles that supported schools in their efforts to strengthen policies and increase capacity around school health education and programs, school nutrition programs, and professional learning experiences for educators.
Through her work at the local, state, national, and international levels, Alperin provides guidance to schools as they create a culture of health and well-being for each student—both in the health education classroom and throughout the school. In addition to other volunteer roles, she is the past vice president of health education for New Hampshire Association for Health, Physical Education, Recreation and Dance; served on the task force to revise the National Health Education Standards; and is the past chair of the Health Education Council for SHAPE America.
Alperin received her master’s in education in policy, planning, and administration from Boston University and her bachelor’s degree in health education and health promotion from Central Michigan University. She holds the Master Certified Health Education Specialist (MCHES) credential. She lives in New Hampshire with her husband and two daughters. In her free time, you can likely find her in the mountains or at the beach enjoying the best New England has to offer.