Health & Physical Activity for Children

Get Started. It's Free
or sign up with your email address
Health & Physical Activity for Children by Mind Map: Health & Physical Activity for Children

1. Health Education

1.1. Growth and Brain Development

1.1.1. Life skills

1.1.1.1. set of psychosocial competencies and interpersonal skills that help youth make informed decisions, solve problems, think critically, communicate more effectively, and manage their lives in a healthy and productive way

1.1.2. children make substantial leaps in growth and development during their elementary school years

1.1.2.1. changes in hormonal brain chemistry; motor development that affects coordination; and physical growth that can be affected by external factors such as poor nutrition, chronic stress, and lack of opportunity for exercise

1.1.2.2. In early years, develop reasoning skills, memory, and social skills

1.1.2.3. later years, auditory, visual, and tactile functioning are most active

1.2. Physical Development

1.2.1. height and weight

1.2.1.1. first period of rapid growth for boys and girls is infancy

1.2.2. muscular growth and development

1.2.2.1. fitness data show that between ages 5 and 12, boys are slightly stronger than girls

1.2.3. body composition

1.2.3.1. obesity among U.S. children is growing at an alarming rate

1.2.4. skeletal growth and development

1.2.4.1. children have immature skeletons growing at varying rates based on age, nutrition, stress, and key interactions in brain and hormonal chemistry

1.3. Theories to change health behavior

1.3.1. eating fruits and vegetables

1.3.2. wash hands frequently

1.3.3. sleeping for 8 hours each night

1.3.4. exercise regularly

1.3.5. behavior, attitudes, intentions, and self-efficacy are the main ingredients for health behavior change

1.3.5.1. Self-efficacy

1.3.5.1.1. the extent of one's belief in one's own ability to complete tasks and reach goals

1.3.5.1.2. plays critical role in how people think, feel, and behave

1.3.5.1.3. Four sources

1.4. Learning Styles

1.4.1. Bodily-kinetic

1.4.1.1. learn best through manipulating and doing

1.4.2. interpersonal

1.4.2.1. learn best through relating to others

1.4.3. verbal-linguistic

1.4.3.1. learn best through reading, writing, listening, and speaking

1.4.4. logical-mathematical

1.4.4.1. learn by classifying, categorizing, and thinking about patterns, relationships, and numbers

1.4.5. naturalistic

1.4.5.1. learn best by working with nature

1.4.6. intrapersonal

1.4.6.1. learn best by working alone and setting individual goals

1.4.7. visual-spatial

1.4.7.1. learn best by drawing or visualizing things using the mind's eye

1.4.8. auditory-musical

1.4.8.1. often learn best using rhythm or melody

1.5. Comprehensive school health education

1.5.1. planned, sequential health education curriculum with appropriate scope and sequence that addresses the mental, emotional, physical, and social dimensions of health and enables students to become healthy, productive citizens

1.5.2. Challenges

1.5.2.1. Health education is not a high priority in many classrooms

1.5.2.2. Few states currently require and support CSHE

2. Integrating Health Education Into the Classroom

2.1. Four steps in integrating health education into academic classroom

2.1.1. brainstorm integration ideas

2.1.2. link NHES with academic standards

2.1.3. develop grade-specific interdisciplinary activities

2.1.4. develop a plan to implement the activity

2.2. Core academic subjects

2.2.1. integrating math, science, social studies, and English language arts

2.3. National Standards for Academic Performance

2.3.1. Common Core State expectations

2.3.1.1. ensure that all students are prepared for success in entry-level careers, freshman-level college courses, and workforce training programs

3. WSCC Model

3.1. Whole School, Whole Community, Whole Child

3.1.1. Health Education

3.1.1.1. provides students with opportunities to acquire knowledge, attitudes, and skills necessary for making health-promoting decisions, achieving health literacy, adopting health-enhancing behaviors, and promoting the health of others

3.1.1.1.1. National Health Education Standards (NHES)

3.1.2. Physical Education & Physical activity

3.1.2.1. National Standards for K-12 Physical Education

3.1.2.1.1. Standard 1: the physically literate individual demonstrates competency in a variety of motor skills and movement patterns

3.1.2.1.2. Standard 2: the physically literate individual applies knowledge of concepts, principles, strategies and tactics related ti movement and performance

3.1.2.1.3. Standard 3: the physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness

3.1.2.1.4. Standard 4: the physically literate individual exhibits responsible personal and social behavior that respects self and others

3.1.2.1.5. Standard 5: the physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

3.1.3. Health Services

3.1.3.1. Ensure access to primary health care services, promote appropriate use of primary health care services, prevent and control communicable disease and other health problems, provide emergency care for illness or injury, prone and provide the best possible sanitary conditions for a safe school facility and school environment, and provide educational and counseling opportunities for promoting and maintaining individual, family, and community health.

3.1.4. Nutrition Environment and Services

3.1.4.1. Provide access to a variety of nutritious and appealing meals that accommodate the health and nutrition needs of all students.

3.1.4.2. offer students a learning laboratory for classroom nutrition and health education, and they serve as resources for linking with nutrition-related community services.

3.1.5. Counseling, Psychological, and social services

3.1.5.1. provided to improve students' mental, emotional, and social health and include individual and group assessments, interventions, and referrals.

3.1.6. Employee wellness

3.1.6.1. provide opportunities for school faculty and staff members to improve their health status through activities such as health assessments, health education, and health-related fitness activities.

3.1.7. Physical Environment

3.1.7.1. physical and aesthetic surroundings and the psychosocial climate and culture of th school

3.1.8. Social and Emotional Climate change

3.1.8.1. physical, emotional, and social conditions that affect the well-being of students and staff

3.1.9. Family engagement

3.1.9.1. attitudes, behaviors, and expectations within families impact health behaviors and academic performance of students

3.1.10. Community Involvement

3.1.10.1. an integrated school, parent, and community approach can enhance the health and well-being of students

4. Healthy Children

4.1. 6 Dimensions of Health

4.1.1. Physical

4.1.1.1. Well-being of the physical body

4.1.2. Intellectual

4.1.2.1. Ability to interpret, analyze, and act on information

4.1.3. Emotional

4.1.3.1. Involves a persons feelings and how they are expressed

4.1.4. Social

4.1.4.1. The ability to navigate social environments while maintaining healthy relationships with others

4.1.5. Spiritual

4.1.5.1. involves the ability to deal with day to-day life in a manner that leads to realizing one's full potential, finding meaning and purpose of life, and experiencing happiness from within

4.1.6. Environmental

4.1.6.1. Preventing and controlling diseases or injuries related to the interactions between people and their environment

4.2. Healthy People 2020

4.2.1. The Healthy People document confirmed the shift from infectious to chronic disease within the U.S. population and recognized the importance of personal health behaviors and lifestyle in relation to health outcomes.

4.3. 6 Categories of Risk Behaviors

4.3.1. tobacco use

4.3.2. poor eating habits

4.3.3. alcohol and other drug use

4.3.4. behaviors resulting in intentional or unintentional injuries

4.3.5. physical activity

4.3.6. sexual behaviors that result in HIV infection, other sexually transmitted diseases, or unintended pregnancy

4.4. Health Disparities

4.4.1. Health influenced by different factors

4.4.1.1. Race, ethnicity, gender, education, income, and geographic location

4.4.1.1.1. Result from many factors such as poverty, environmental threats, inadequate access to healthcare, individual and behavioral factors, and education inequalities.

4.4.1.1.2. The poor and nearly poor are most affected

4.4.1.1.3. African American and Hispanic populations experience higher poverty rates

5. Healthy Classroom

5.1. National Health Observances Calendar

5.1.1. September: FEMA National Preparedness Month

5.1.2. October: National Bullying Prevention Month

5.1.3. November: American Diabetes Month

5.1.4. December: National Influenza Vaccination week

5.1.5. January: National Drug Facts Week

5.1.6. February: American Heart Month

5.1.7. March: National Nutrition Month

5.1.8. April: Earth Day and Enviromental Health

5.1.9. May: National Physical Fitness and Sports Month

5.2. How to identify signs of depression

5.2.1. persistent sad and irritable mood

5.2.2. loss of interest or pleasure in activities once enjoyed

5.2.3. significant change in appetite and body weight

5.2.4. difficulty sleeping or oversleeping

5.2.5. difficulty concentrating

5.2.6. recurrent thoughts of death or suicide

5.2.7. frequent vague physical complaints (headaches, stomachaches)

5.2.8. outbursts of shouting, complaining, unexplained crying

5.2.9. chronic boredom or apathy

5.2.10. lack of interest in playing with friends

5.2.11. alcohol or drug abuse

5.2.12. withdrawal, social isolation, and poor communication

5.2.13. extreme sensitivity to rejection or failure

5.2.14. unusual temper tantrums, defiance, or oppositional behavior

5.2.15. increased risk-taking behavior

5.3. How to identify signs of abuse and neglect

5.3.1. physical abuse

5.3.1.1. being uncomfortable with physical contact

5.3.1.2. being wary of adult contact

5.3.1.3. being apprehensive when other children cry

5.3.1.4. showing behavioral extremes -- aggression or withdraw

5.3.1.5. being frightened of parents

5.3.1.6. being afraid to go home

5.3.1.7. arriving at school early or staying late, as if afraid to be at home

5.3.1.8. reporting being hurt by a parent

5.3.1.9. complaining of soreness or moving uncomfortably

5.3.1.10. wearing clothes inappropriate for the weather in order to cover the body

5.3.2. Neglect

5.3.2.1. Physical indicators

5.3.2.1.1. looks undernourished and is usually hungry

5.3.2.1.2. if often lethargic, as if the child hasn't slept well

5.3.2.1.3. has untreated injuries or maladies, such as badly infected cut or a toothache

5.3.2.1.4. chronically has injuries that you can attribute to a lack of supervision, including being harmed by others

5.3.2.2. behavioral indicators

5.3.2.2.1. begging for or stealing food because of persistent hunger

5.3.2.2.2. noticeably poor hygiene

5.3.2.2.3. inappropriate dress for the weather

5.3.2.2.4. accidents and injuries

5.3.2.2.5. risky adolescent behavior

5.3.2.2.6. poor ability to relate to others

5.4. School violence and bullying

5.4.1. school violence

5.4.1.1. youth violence that occurs on school property, on the way to or from school, or during a school-sponsored event

5.4.2. Factors that might put a student at greater risk of violent behavior

5.4.2.1. history of violent victimization

5.4.2.2. attention deficits, hyperactivity, or learning disorders

5.4.2.3. involvement with alcohol, tobacco, or other drugs

5.4.2.4. low IQ

5.4.2.5. poor behavioral control

5.4.2.6. deficits in social cognitive or information processing abilities

5.4.2.7. high emotional distress

5.4.2.8. history of treatment for emotional problems

5.4.2.9. exposure to violence and conflict in the family

5.4.3. bullying

5.4.3.1. repeated incidences of physical or emotional harm and a power imbalance between people involved

5.4.3.2. common characteristics of bullies

5.4.3.2.1. overly agressive, destructive, impulsive, low tolerance for frustration

5.4.3.2.2. family background; parents who are hostile, rejecting, and indifferent to their children

5.4.3.2.3. discipline at home that is usually inconsistent, very physical, and emotionally abusive

5.4.3.3. Common characteristics of victims

5.4.3.3.1. typically small in stature or weak compared with bullies

5.4.3.3.2. tend to be quiet, cautious, anxious, insecure, and sensitive

5.4.3.3.3. tend to have poor communication and problem-solving skills

5.4.3.4. cyberbullying

5.4.3.4.1. current form of bullying that makes use of technology now available

5.5. Disease prevention

5.5.1. hand hygiene

5.5.2. respiratory etiquette

5.6. Standard precautions

5.6.1. "universal precautions" are guidelines designed to prevent the transmission of infections that can be found in blood and other bodily fluids