The Essentials of Teaching Health Education

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, is a clinical associate professor at the University of New Hampshire (UNH) and has 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 she 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. Alperin is the past vice president of health education for New Hampshire Association for Health, Physical Education, Recreation and Dance, currently serves on the taskforce to revise the National Health Education Standards, and is the past-chair of the Health Education Council for SHAPE America, among other volunteer roles. 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.

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