STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

 

Descriptive Statement:  This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and to develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be cross-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard. 

 

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

 

A. Communication

        1. Analyze health ideas, opinions, and issues from a variety of valid and reliable health sources.

        2. Present health information using a multimedia approach, adapting the wording and delivery method for various topics and audiences.

        3. Assess the use of refusal, negotiation, and assertiveness skills and recommend strategies for improvement.

        4. Assess the use of active and reflective listening.

        5. Analyze the economic and political purposes and impacts of health messages found in the media.

 

B. Decision Making

        1. Demonstrate and assess the use of decision-making skills in health and safety situations.

        2. Compare and contrast the influence of peers, family, the media, and past experiences on the use of decision-making skills and predict how these influences

            may change or conflict as one ages.

        3. Predict social situations and conditions that may require adolescents and young adults to use decision making skills.

        4. Discuss how ethical decision making requires careful thought and action.

        5. Critique significant health decisions and discuss how the outcome(s) might have changed if the appropriate communication and decision-making skills had

            been employed.

 

C. Planning and Goal Setting

        1. Analyze factors that support or hinder the achievement of personal health goals.

 

    D. Character Development

        1. Analyze how character development can be enhanced and supported by individual, group, and team activities.

        2. Compare and contrast the characteristics of various role models and the core ethical values they represent.

        3. Explain how community and public service supports the development of core ethical values.

        4. Analyze personal and group adherence to student codes of conduct.

 

E. Leadership, Advocacy, and Service

        1. Demonstrate the ability to function effectively in both leadership and supportive roles.

        2. Discuss motivational techniques used to improve personal and group achievement and develop rewards and sanctions for group accomplishments.

        3. Develop and articulate a group’s goals, shared values, and vision.

        4. Plan and implement volunteer activities to benefit a health organization or cause.

        5. Develop and defend a position or opinion on a health issue or problem and educate students and parents about the health issue or cause.

 

F. Health Services and Careers

        1. Compare and contrast health and fitness services available in the school and community, demonstrate how to access them, and evaluate each comparing

            benefits and costs.

        2. Compare and contrast preparation and job requirements for health and fitness careers.

 

 

Link to Standard 2.2 Grade 5-6

 

Link to Standard 2.2 High School

 

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