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The Essentials of Teaching Health Education

Curriculum, Instruction, and Assessment

Sarah Benes Holly Alperin

$178

Paperback

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English
Human Kinetics
21 April 2025
The Essentials of Teaching Health Education has become the benchmark instructional textbook on developing successful health education programs. Now in a third edition that incorporates the 2024 SHAPE America National Health Education Standards and performance indicators, it sets the foundation for employing a skills-based approach that will teach students to become health literate, develop self-efficacy, and lead health-promoting lifestyles so that they can thrive at school and throughout life.

Written by seasoned and highly credentialed authors with experience in both university and preK-12 settings, The Essentials of Teaching Health Education, Third Edition With HKPropel Access, provides health education teacher education (HETE) students and in-service teachers all they need to build and teach a successful health education program,

How to teach and develop health-related skills, with a focus on integrating the National Health Education Standards

Practical strategies for accentuating strengths and skill development in curriculum design

Real-world examples that demonstrate how the concepts are applied

Advice and reflections from educators who have implemented a skills-based approach

In addition, the book features learning aids that help readers better understand and apply the content, including chapter summaries, discussion questions, and key points. Related materials delivered online through HKPropel include activities, flash cards, key term quizzes, worksheets, and skill cue posters.

The Essentials of Teaching Health Education is arranged into four parts. Part I delves into the skills-based approach to health education, explaining the importance of the approach and how to understand student motivation. Part II takes an in-depth look at the National Health Education Standards. Each chapter focuses on one standard and provides steps for skill development, suggested cues for each skill, strategies for teaching and modeling the skill, developmentally appropriate skill-based learning activities, activities for skill practice, suggested ways to assess mastery of the skill, and other health topics that could also be taught in conjunction with that skill.

Part III explores how to use data to inform curriculum planning, outlines the eight steps for curriculum development, and shows how to design meaningful assessments. In part IV, readers learn how to create a positive learning environment, implement a skills-based approach, meet the unique needs of elementary health education, grow as a professional, and advocate for skills-based health education in schools.

The Essentials of Teaching Health Education, Third Edition, offers evidence-informed strategies as it guides health educators through the critical process of supplying students with the know-how they need for lifelong health and well-being. With this essential resource, current and future educators are set to deliver a complete, well-rounded, and successful health education curriculum.

Human Kinetics is proud to publish this book in association with SHAPE America, the national organization that defines excellence for school-based health and physical education professionals across the United States.

Note: A code for accessing HKPropel is included with all new print books.
By:   ,
Imprint:   Human Kinetics
Country of Publication:   United States
Edition:   Third Edition
Dimensions:   Height: 279mm,  Width: 216mm, 
Weight:   1.066kg
ISBN:   9781718232020
ISBN 10:   1718232020
Pages:   384
Publication Date:  
Audience:   Professional and scholarly ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Introduction 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 Resources Step 1: Introduce the Skill Step 2: Present Skill Cues Step 3: Model the Skill Step 4: Provide Opportunities for 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 Step 3: Model the Skill Step 4: Provide Opportunities for 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 Step 3: Model the Skill Step 4: Provide Opportunities for 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 Step 3: Model the Skill Step 4: Provide Opportunities for 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 Step 3: Model the Skill Step 4: Provide Opportunities for Practice and Feedback Step 5: Assess the Skill and Support Transfer Summary Part III. Putting Everything Into Practice 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. Six Steps for Curriculum Development Step 1: Get to Know the Students and the Community Step 2: Use Data to Determine the Health Topics, Functional Information, and Skills Step 3: Create a Scope and Sequence Step 4: Develop a Unit Plan, Objectives, and Outcomes Step 5: Develop Unit Assessments Step 6: Create Lesson Plans Summary Chapter 16. Designing Meaningful Assessments Purposes 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 Build Relationships With Your Students Have a Plan Establish Classroom Norms and Group Agreements Foster Student Leadership and Involvement Be a Positive Role Model Summary Chapter 18. Implementing a Skills-Based Approach Using Participatory Methods to Support Skill Development and Functional Knowledge Facilitate Meaningful, Relevant Learning Experiences Provide Opportunities for Self-Reflection, Internalization, and Personalization 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 Learning and Advocacy Staying Current and Relevant Engaging in Professional Development Opportunities Developing a Personalized Professional Development Plan Using What You Learn Action Research in the Classroom Advocating for Health Education Summary

Sarah Benes, EdD, MPH, CHES, is an assistant professor and the coordinator of the school health education program at Southern Connecticut State University. She earned a BS in athletic training at University of Connecticut, an EdM in human movement from Boston University in 2006, and an EdD in curriculum and teaching from Boston University in 2010. In 2021, she also completed a master’s degree in public health. She 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 and health education programs for six years. Benes then held a position as an associate clinical professor in the School of Health Sciences at Merrimack College. Benes’ research and scholarship interests include skills-based health education, equity and justice in health education, physical activity in the classroom, and enhancing school-based physical and health education programming. She is a past president of SHAPE America, after serving on the board for three years and as chair of the Health Education Council. She has done curriculum development with many districts in Massachusetts, has conducted skills-based health education professional development in multiple states across the country and internationally, and has written more than a dozen health education presentations and publications. She currently lives in Natick, Massachusetts, with her husband and two daughters. She enjoys yoga and meditation, 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) with 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, Alperin 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. In addition to other volunteer roles, she is the past vice president of health education for New Hampshire Association for Health, Physical Education, Recreation and Dance; served on the task force to revise the National Health Education Standards; and is the past chair of the Health Education Council for SHAPE America. 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.

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