Core Teaching Practices for Health Education

Dr. Phillip Ward, a leading scholar in the area of core practices for health education, is a professor of kinesiology in the department of human sciences at The Ohio State University. He teaches courses in health and physical education teacher education. He has authored multiple books in health and physical education, including another Human Kinetics text, Effective Physical Education Content and Instruction (2018). He is also coauthor of key policy documents for SHAPE America (Society of Health and Physical Educators) and the National Association for Kinesiology in Higher Education (NAKHE), and he has authored or coauthored more than 130 research papers and book chapters and has presented over 150 papers at international, national, and state conferences. Dr. Ward regularly reviews the standards for health education teacher education programs for the state of Ohio. Dr. Shonna Snyder is an associate professor and past program coordinator of health and physical education at Gardner-Webb University in North Carolina. She has been teaching health education methodology courses in higher education since 2005. She is a coauthor of "Appropriate Practices in School-Based Health Education," a key guidance document in health education from SHAPE America (Society of Health and Physical Educators), and of "Student Recruitment for Physical Education and Health Education Teacher Education Programs," a key policy document for SHAPE America and the National Association for Kinesiology in Higher Education. She has also recently coauthored "Health Education/SEL Crosswalk: Aligning the National Health Education Standards With CASEL Social and Emotional Learning Competencies" (SHAPE America). Dr. Snyder has 12 peer-reviewed publications, has presented at the national and state levels, and regularly reviews textbooks for several health textbook publishers as well as journal articles for journal publications. She has authored blogs and webinars and been a guest speaker in many educational settings. She recently served on the North Carolina SHAPE (NCAAHPERD-SM) board of directors and is helping develop the North Carolina SHAPE journal. She is also serving as the SHAPE America Health Education Council chair and has been a member of the Health Education Council, Health Literacy Task Force, SHAPE America-NAKHE HETE/PETE Program Recruitment Task Force, School Health Education Task Force, and the Annual Program Planning Committee.

Part I. Planning for Teaching Chapter 1. Improving Your Effectiveness Using Core Practices of Teaching Health Education Chapter 2. Big Ideas Chapter 3. Using Enduring Understandings to Focus Student Learning Chapter 4. Using Essential Questions to Promote Enduring Understandings Chapter 5. Sequencing Health Content Chapter 6. Teaching Health Content Chapter 7. Assessing Learning Part II. Pedagogical Considerations Chapter 8. Creating Expectations Using Rules and Managerial Routines Chapter 9. Building a Classroom Community That Is Positive, Safe, Caring, Inclusive, and Focused on Learning Chapter 10. Facilitating Classroom Discussion Chapter 11. Providing Feedback to Students Chapter 12. Adapting Teaching to Meet the Needs of Students Chapter 13. Developing Students' Decision-Making Skills Part III. Reflective Practices Chapter 14. Reflecting on Teaching Chapter 15. Being a Professional