- Standard 1: Students comprehend functional health knowledge to enhance health.
Description
The acquisition of functional health knowledge is the foundation for becoming health literate and is necessary for students to meet the performance expectations for the health skills in Standards 2 through 8.
Functional health knowledge is critical for helping students establish, manage, and maintain healthy and safe behaviors. Functional health knowledge is valid and reliable information and concepts that support health beliefs, skills, and behaviors (e.g., benefits of healthy eating, characteristics of emotionally healthy people). In contrast, health information that has little influence on health beliefs, health skills, and behaviors is non-functional (e.g., memorizing the bones in the body, drug classifications). Valid means that health information is accurate, credible, and not misleading. Reliable means that health information is consistent and trustworthy.
This standard incorporates concepts related to health promotion and disease prevention supported by established health behavior theories, models, and research. Performance expectations are purposely broad so that states, school systems, school personnel, and teachers can focus on health issues and priorities that are most important to the needs of their students and communities.
Teachers foster students’ self-efficacy, competence, and confidence in functional health knowledge when they:
- Discuss the importance and relevance of applying functional health knowledge that support healthy behaviors and well-being.
- Describe how to connect functional health knowledge with health skills that support specific healthy behaviors.
- Provide examples of how functional health knowledge supports the practice of health skills leading to healthy behaviors.
- Use real-life scenarios to practice connecting functional health knowledge with health skills that support healthy behaviors.
- Allow time and opportunity for students to practice connecting functional health knowledge with health skills that support healthy behaviors.
- Provide performance-based feedback and reinforcement for connecting functional health knowledge with health skills that support healthy behaviors.
1.2.1 Recognize multiple dimensions of health (e.g., physical, social, emotional, and intellectual).
1.2.2 Identify benefits of practicing health-promoting behaviors.
1.2.3 Identify potential consequences of practicing unhealthy behaviors.
1.2.4 Identify safe and unsafe situations, people, and events.
1.2.5 Identify practices and behaviors that prevent or reduce health risks (e.g., handwashing).
1.2.6 List ways to engage in healthy practices and behaviors (e.g., brushing teeth daily).
1.2.7 List ways to prevent common childhood injuries and health problems (e.g., wearing bicycle helmets and drinking water instead of sugary beverages).
1.5.1 List examples of the physical, social, emotional, and intellectual dimensions of health.
1.5.2 Describe benefits of practicing health-promoting behaviors.
1.5.3 Explain potential consequences of practicing unhealthy behaviors.
1.5.4 Compare and contrast safe and unsafe situations, people, and events.
1.5.5 Describe practices and behaviors that prevent or reduce health risks (e.g., eating vegetables and fruits daily).
1.5.6 Explain ways to engage in healthy practices and behaviors (e.g., daily moderate to vigorous physical activity).
1.5.7 Explain ways to prevent common childhood injuries and health problems (e.g., recommendations for swimming safety and strategies for managing emotions).
1.8.1 Describe interrelationships among physical, social, emotional, and intellectual health.
1.8.2 Analyze benefits of practicing health-promoting behaviors.
1.8.3 Analyze potential risks and consequences of practicing unhealthy behaviors.
1.8.4 Assess the risk of situations, people, and events that contribute to unhealthy behaviors and outcomes.
1.8.5 Explain why it is important to be responsible for personal health behaviors.
1.8.6 Analyze how personal practices and behaviors reduce or prevent health risks.
1.8.7 Analyze health promotion and disease prevention guidelines and recommendations for healthy behaviors from credible federal, professional, and voluntary health organizations (e.g., recommendations for rest and sleep).
1.8.8 Predict the likelihood of personal injury or illness if engaging in unhealthy behaviors.
1.8.9 Analyze the effects of family history, genetics, education level, and income on personal health status.
1.12.1 Analyze interrelationships among physical, social, emotional, intellectual health, and well-being.
1.12.2 Predict how health behaviors affect the health status of self and others.
1.12.3 Compare and contrast benefits and barriers to practicing health behaviors.
1.12.4 Evaluate the effectiveness of personal practices and behaviors to reduce or prevent health risks.
1.12.5 Analyze how individual responsibility enhances personal, family, peer, school, and community health.
1.12.6 Predict how risk behaviors can affect injury, illness, or death.
1.12.7 Assess the risk of situations that can contribute to unhealthy behaviors and outcomes.
1.12.8 Analyze health promotion and disease prevention guidelines and recommendations for healthy behaviors from credible federal, professional, and voluntary health organizations (e.g., guidelines to prevent the spread of infectious diseases).
1.12.9 Analyze the likelihood of personal injury or illness if engaging in unsafe and unhealthy behaviors.
1.12.10 Evaluate how family history, genetics, education level, employment, and income can affect personal health status.
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© National Consensus for School Health Education
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