Content Area: Health and Physical Education

 

Index: 2.2C Grade 8 CPI 1

 

Standard: 2.2 - Integrated Skills

 

Strand: C -   Planning and Goal Setting

 

Cumulative Progress Indicator: 1 - The student will analyze factors that support or hinder the achievement of personal health goals.

 

Grade: 8

 

Sample Activities:

 

·       GOAL SETTING - Each student writes a definition of the word goal. Students share their definitions and agree upon a common definition. Then each student selects three personal goals—one related to education, one related to his/her health, and one related to his/her social life—and develops a plan to achieve each. Each student identifies factors and supportive activities that influence the achievement of each goal. After sharing the goals with a partner, each student selects one goal and identifies health factors that impact the achievement of that goal. Volunteers share their goals and plans.

 

·       LIFE GOES ON - Discuss how students have changed in the last two to three years. Students reflect on goals they set for themselves in the beginning of middle school and evaluate ones they have met, ones in progress, and ones that have been delayed or discarded. Students note which goals were easy to achieve and which ones were more difficult. Focus the discussion on health-related goals. Students categorize their health goals as physical, social, intellectual, mental, or spiritual.

 

      Variation: Students develop a status report on selected health goals. The report should address the nature of the original goal, any modifications, what occurred to achieve it, and the current status of the goal. Students predict whether the goal will be accomplished or abandoned.

Variation: Invite high school students to discuss personal changes that have occurred since they graduated from middle school. The peer educators should focus on health-related issues and goals and how choices impact long-range and lifetime goals.

 

·       LEARNING TO MANAGE - Some people never seem to able to reach their goals in spite of the fact that they are smart and capable people. The ability to manage your life greatly influences your ability to reach a goal. Brainstorm a definition of management and write on the board (e.g., using resources wisely to achieve goals). Divide the class into small groups. Give each group a situation to “manage” and a handout describing the five steps to effective management (see below). Students discuss the problem and suggest strategies to manage the situation. Afterwards, groups share their problems and solutions. Then each student selects one personal health-related goal and develops a management plan for that goal.

MANAGEMENT IN FIVE EASY STEPS
1. Set a goal. You have to decide what you want to do.
2. Make a plan. What has to happen to reach the goal?
3. Act on the plan. Do something.
4. Control the plan. Check on your progress and change the plan, if needed.
5. Evaluate the results. Did you reach the goal? What worked?

 

·       SETTING GOALS TO REDUCE STRESS - Discuss various interpretations of this statement: “Remember to be realistic about your goals. You
can dare to dream but setting too many goals that are beyond your reach may add stress to your life.” Small groups discuss how setting goals can actually reduce stress (e.g., taking small steps, giving meaning to tasks, seeing what you’ve accomplished, instilling pride) and compile a class list.

 

      Variation: Explain that planning and setting reasonable goals are key to effective stress management. Students develop a plan for one week. At the end of the week, students report to the class on the achievement of goals, frustrations, or problems adhering to the plan, and ways that it might be
modified to be more manageable.