Introduction
This is the official site of Health and Physical Education course. Here you'll receive all the updated information about your course, classes, schedules, news and tasks.
Task
Health Related Tasks
Health-related tasks involve many aspects of daily function, including personal hygiene and nutrition, safety and comfort, physical fitness, sleep quality, stress management, as well as the planning and coordination to accomplish these personal tasks. Health care–specific tasks may entail obtaining routine health examinations, screenings, and immunizations, instituting prescribed treatment, monitoring disease progression and treatment response, and implementing personal care.
Health Maintenance
Students are are advised to engage in various self-help and self-care behaviors that may enhance their general health and well-being or enable early detection and treatment of disease. These important behaviors include consuming a balanced diet, being physically active, and getting adequate sleep for one’s age or stage of development. Additional personal health habits involve proper hand washing and personal hygiene, appropriate use of vitamin and mineral supplements and avoidance of smoking, illicit drug use. Age- and gender-appropriate physical and oral health examinations, immunizations, and screenings at recommended intervals are disease prevention measures.
Activities of Daily Living (ADL's)
it is commonly used to describe the functional capabilities of individuals. ADLs pertain to personal care and include bathing, grooming, dressing, feeding, toileting and continence, ambulation, and transfers (i.e., moving from one surface to another, such as from bed to chair or wheelchair to toilet). Although it is developmentally appropriate for infants and toddlers to require help with ADLs, assistance with these activities may be required by people of any age who have physical, cognitive, sensory/perceptual, or emotional impairments.
Physical Activities
Physical activity can be anything that increases heart rate or stresses normal body physiology. Several things done through the day can be considered physical activity. Here is just a small sample of potential daily tasks, which can count as physical activity:
- Climbing stairs
- Walking to the mailbox or around a store
- Yard work and/or gardening
- House cleaning
- Playing catch or outdoor games.
Process
Step 1:
On the resources page you will find links, Follow the links and read the articles. After reading the stories choose one article that inspired you, and right an essay on it.
Step 2:
Using the Resources Page you will select one aspect and go to the other websites and construct a visual timeline of that specific aspect.
Step 3:
After creating the visual timeline make a schedule of activities you normally do at home and add some more activities from it so that you can practically implement those activities.
Step 4:
Now it is a team work time! Each member will discuss his expert area findings to other three members of the team one by one. When all the members have taken their teaching turns, your team must create a chart in which you make logical connections between all the important points which you just learnt from each other. You must also compare your researched information categorically. Make your chart as concrete and persuasive as possible. Remember your team chart should address all the points provided in the task tab.
Step 5:
Presentation Day: You must be prepared to present your Health Education projects. You must sit in your group and participate actively in the presentations. Each group will be given 15-16 minutes to present their case. Volunteers will have adequate knowledge about the health education practices.
Evaluation
Rubric
|
Categories |
Excellent |
Good |
Satisfactory |
Below Expectations |
|
Individual Performance |
4 |
3 |
2 |
1 |
|
Behavior
|
Supportive and welcoming behavior with other group members |
Mostly Supportive behavior with other group members |
Sometimes not very supportive with other group members |
Mostly unsupportive with other group members |
|
Discussion & Teaching |
Actively contributed in valuable discussion during the investigation |
Mostly contributed in discussion about the investigation |
Only sometimes contributed in discussion about the investigation |
Almost never contributed in discussion during the investigation |
|
Work Pace |
Maintained the pace with other group members during all the steps |
Maintained the pace with other group members during most of the steps |
Maintained the pace with other members during only half of the steps |
Never maintained the pace with other members at any of the step |
|
Project Content |
4 |
3 |
2 |
1 |
|
Title and Description of Health Education Analysis |
Students include a title and description of assigned Health Activity (more than required) with good elaboration |
Students are comfortable with content, but they fail to elaborate. |
Students are uncomfortable with information and are able to answer only simple questions. |
Students do not have grip of information; student cannot answer questions about subject. |
|
Current needs of Health Sector |
Students included enough detail about the current needs of Health Sector. Elaborated the information very well. |
Students are comfortable with content, but they fail to elaborate. |
Students are uncomfortable with information and are able to answer only simple questions. |
Students do not have grip of information; student cannot answer questions about subject. |
|
Health Maintenance |
Students included enough detail about the issues in their assigned topics. Elaborated the information very well. |
Students are comfortable with content, but they fail to elaborate. |
Students are uncomfortable with information and are able to answer only simple questions. |
Students do not have grip of information; student cannot answer questions about subject. |
|
Implications of everyday activites & fitness |
Students described the potential threats associated with their assigned topics. Elaborated the information very well. |
Students are comfortable with content, but they fail to elaborate. |
Students are uncomfortable with information and are able to answer only simple questions. |
Students do not have grip of information; student cannot answer questions about subject. |
|
What the world thinks of Health & Fitness |
Students efficiently compared the information of their assigned with current issues. Very well elaborated. |
Students are comfortable with content, but they fail to elaborate. |
Students are uncomfortable with information and are able to answer only simple questions. |
Students do not have grip of information; student cannot answer questions about subject. |
|
Presentation |
4 |
3 |
2 |
1 |
|
Quality of PowerPoint |
All slides are appealing in color and artwork. Slides are easy to read and not too busy |
More than half of the slides are appealing in color and artwork. Slides are somewhat easy to read. |
More than half of the slides have no color artwork. Slides are difficult to read or incorrect. |
Only text is present, no color or artwork. Slide hard to read |
|
Posture and Eye Contact |
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. |
Stands up straight and establishes eye contact with everyone in the room during the presentation. |
Sometimes stands up straight and establishes eye contact. |
Slouches and/or does not look at people during the presentation. |
Conclusion
Implementing and sustaining school-based healthy eating and physical activity policies and programs will make a powerful contribution toward a healthy future for students. By applying these guidelines, schools can help ensure that all students have the opportunity to attain their maximum educational potential and pursue a lifetime of good health.
Credits
Resource Collection
(Links / URL)
http://uok.edu.pk/faculties/healthphysical/index.php
https://hses.ku.edu/academics/health-physical-education/bachelors-degree/overview-benefits
http://www.nourishinteractive.com/
https://www.choosemyplate.gov/
https://www.ncemch.org/mchlibrary.phpKnowledgePaths/kp_phys_activity.html
http://www.overweight-teen-solutions.com/
http://physicaleducationdegree.org/physical-education/
http://www.webmd.com/diet/news/20170505/diet-soda-health-risks
https://www.yahoo.com/beauty/tagged/health
http://www.medicinenet.com/script/main/hp.asp
http://www.everydayhealth.com/
https://www.mindbodygreen.com/
http://www.rxlist.com/script/main/hp.asp
http://www.medicalnewstoday.com/
https://www.youtube.com/watch?v=V81cO8xyMaI
https://www.youtube.com/watch?v=zES85siew4c
https://www.youtube.com/watch?v=RQupiauyZYE
https://www.youtube.com/watch?v=VNy31THi7i8
https://www.youtube.com/watch?v=d_CobBS2fwo
https://www.youtube.com/watch?v=CKlSFlnmDcY
https://www.youtube.com/watch?v=gEP3rTNifow
https://www.youtube.com/watch?v=dC7y9qB3tcA
https://www.youtube.com/watch?v=xLM3VsMgQfM
https://www.youtube.com/watch?v=C92dVS8NIw4
https://www.youtube.com/watch?v=mJW7dYXPZ2o
http://www.precisionnutrition.com/blog
https://wellnessmama.com/blog/
https://greatist.com/health/must-read-health-fitness-blogs
Teacher Page
State Standards:
This Lesson is targeted for Grade 10 students.
It meets Pakistan’s State Standards
Recognize, Describe and Analyze the Effective Health methodologies.
Objectives:
At the end student will be able to;
Have a much healthier life, Make routines for their effective health, Participate is physical activities like sports etc.
Understand that a proactive life is better than a dull life and to life healthier is the primary goal.
Procedure: (50 minute lesson, 7 days)
Step 1:
On the resources page you will find links, Follow the links and read the articles. After reading the stories choose one article that inspired you, and right an essay on it.
Step 2:
Using the Resources Page you will select one aspect and go to the other websites and construct a visual timeline of that specific aspect.
Step 3:
After creating the visual timeline make a schedule of activities you normally do at home and add some more activities from it so that you can practically implement those activities.
Step 4:
Now it is a team work time! Each member will discuss his expert area findings to other three members of the team one by one. When all the members have taken their teaching turns, your team must create a chart in which you make logical connections between all the important points which you just learnt from each other. You must also compare your researched information categorically. Make your chart as concrete and persuasive as possible. Remember your team chart should address all the points provided in the task tab.
Step 5:
Presentation Day: You must be prepared to present your Health Education projects. You must sit in your group and participate actively in the presentations. Each group will be given 15-16 minutes to present their case. Volunteers will have adequate knowledge about the health education practices.