The document outlines the national standards for physical education, advanced physical education, health education, and the responsibilities and competencies of a health education specialist. The standards address motor skills, physical activity, health-enhancing behaviors, responsible conduct, and health literacy. The responsibilities ensure health educators can assess needs, plan, implement, research, administer, serve as a resource, and communicate for health.
The document outlines the national standards for physical education, advanced physical education, health education, and the responsibilities and competencies of a health education specialist. The standards address motor skills, physical activity, health-enhancing behaviors, responsible conduct, and health literacy. The responsibilities ensure health educators can assess needs, plan, implement, research, administer, serve as a resource, and communicate for health.
The document outlines the national standards for physical education, advanced physical education, health education, and the responsibilities and competencies of a health education specialist. The standards address motor skills, physical activity, health-enhancing behaviors, responsible conduct, and health literacy. The responsibilities ensure health educators can assess needs, plan, implement, research, administer, serve as a resource, and communicate for health.
SHAPE America. (2013). National pe standards. Retrieved from http://www.shapeamerica.org/standards/pe
● Served as a lead teacher at a summer camp for
Standard 1 - The physically literate individual students with disabilities at James Madison demonstrates competency in a variety of motor skills University, HPEP 564 and movement patterns. ● Developed a curriculum for Virginia SOL and national standards, HPEP 530
● Created a strategic curriculum framework at a
Standard 2 - The physically literate individual applies secondary level, HPEP 530 knowledge of concepts, principles, strategies and ● Planned a lock in with physical activity at a local tactics related to movement and performance. church HPEP 520
● Created a curriculum that teaches physical
Standard 3 - The physically literate individual education skills, HPEP 530 demonstrates the knowledge and skills to achieve and ● Adapted a variety of activities for students with maintain a health-enhancing level of physical activity disabilities at a summer camp HPEP 564 and fitness.
● Collaboration with peers during a camp for
Standard 4 - The physically literate individual students with disabilities, HPEP 564 exhibits responsible personal and social behavior that ● Built a respectful, close relationship with fellow respects self and others. classmates and professors during graduate experience, HPEP 530 and additional courses
● Discussed the importance and benefits of physical
Standard 5 - The physically literate individual activity to students at an adapted physical recognizes the value of physical activity for health, education camp at James Madison University, enjoyment, challenge, self-expression and/or social HPEP 564 interaction. ● Wrote a grant for playground equipment, HPEP 520
Advanced National Physical Education Standards:
SHAPE America. (2008). Advanced standards for physical education. Retrieved from http://www.shapeamerica.org/accreditation/upload/Advanced2008PETEStandards.pdf
● Wrote an article to be published, HPEP 520
Standard 1. Professional Knowledge ● Wrote a research paper on the topic of how physical education can help students who have experienced trauma, EDUC 502
● Wrote a grant for playground equipment at Luray
Standard 2. Professional Practice Elementary School, EDUC 502 ● Planned a lockin for a community church, EDUC 502
● Worked with other teachers to lead a lockin for a
Standard 3. Professional Leadership community church, EDUC 502 ● Taught lessons to peers HPEP 530
National Health Education Standards
Center for Disease Control and Prevention [CDC]. (2016). National health education standards. Retrieved from https://www.cdc.gov/healthyschools/sher/standards/index.htm ● Created a unit focuses on mental health, HLTH Standard 1: Students will comprehend concepts 525 related to health promotion and disease prevention to ● Wrote a scenario and determined the cause of a enhance health. communicable disease, HLTH 501
● Planned a unit focused on bullying, HLTH 525
Standard 2: Students will analyze the influence of ● Planned a unit focused on the effects of family, peers, culture, media, technology, and other cyberbullying, HLTH 525 factors on health behaviors.
● Planned a unit on students creating a campaign to
Standard 3: Students will demonstrate the ability to stop bullying, HLTH 525 access valid information and products and services to enhance health.
● Taught a lesson on health concepts in to peers,
Standard 4: Students will demonstrate the ability to HPEP 530 use interpersonal communication skills to enhance ● Taught adapted PE and health concepts at a health and avoid or reduce health risks. summer camp, HPEP 564
● Wrote a personal health education philosophy,
Standard 5: Students will demonstrate the ability to HLTH 525 use decision-making skills to enhance health. ● Created a lesson based on cultural differentiation to enhance health EDUC 571
● Created health and physical education to use in
Standard 6: Students will demonstrate the ability to my future classrooms, HLTH 525 use goal-setting skills to enhance health. ● Created a leadership and a coaching philosophy to use in my future classroom, HPEP 504
● Created activities in a health curriculum teaching
Standard 7: Students will demonstrate the ability to students about health-enhancing behaviors and practice health-enhancing behaviors and avoid or avoiding or reducing health risks, HLTH 525 reduce health risks. ● Advocated to students the effects of bullying both short term and long term, HLTH 525
● Wrote a journal article on advocacy for health,
Standard 8: Students will demonstrate the ability to HPEP 520 advocate for personal, family, and community health. ● Created a unit for students to advocate for bullying awareness, HLTH 525
Responsibilities and Competencies of a Health Education Specialist
National Commission for Health Education Credentialing. (n.d.). Responsibilities and competencies. Retrieved from https://www.nchec.org/assets/2251/hespa_competencies.pdf ● Wrote a grant to enhance the health of students at Area I: Assess Needs, Assets and Capacity for Health an elementary school through a playground, Education HPEP 520 ● Assessed the needs of the population at an elementary school to enhance their health, HPEP 520
● Wrote a curriculum unit for bullying in high
Area II: Plan Health Education school, HLTH 525 ● Discussed overall health at a community event, HPEP 520
● Included health topics in lessons for a unit
Area III: Implement Health Education curriculum on illicit drug use, HLTH 525 ● Taught health concepts for adapted PE in a summer camp, HPEP 564
● Researched materials including information and
Area IV: Conduct Evaluation and Research Related statistics to include in a developed health to Health Education education curriculum, HLTH 525 ● Conducted Research on trauma informed teaching, EDUC 502
● Formulated a proposal for a grant to enhance
Area V: Administer and Manage Health Education health of students through a playground, HPEP 520 ● Created a health curriculum, HLTH 525
● Acted as lead teacher to students at a summer
Area VI: Serve as a Health Education Resource camp, HPEP 564 Person ● Served on a committee at my school and gave information from my research about trauma informed teaching, EDUC 502
● Presented my internship experience to my peers,
Area VII: Communicate and Advocate for Health and HPEP 681 Health Education ● Wrote an advocacy assignment for health, HPEP 520
Perceptions of Teachers of English On The Effectiveness of Collaborative Peer Supervision in The Teaching of English Language in Public Secondary Schools in Kenya.