Page 25 - Health & Physical Education Review

Health & Physical Education Department Program Review

instructional models such as sport and health related education, we are promoting the development of
physically active lifestyles that persist over a lifetime” (Townsend, et al., 2006, p. 18-29).
13. “Teaching fitness-related knowledge has become critical in developing children’s healthful living
behavior. This intensive emphasis on learning cognitive knowledge for behavioral change appears to echo
research conclusions from educational psychology that humans control rational behavior through
applying knowledge stored in their cognitive systems” (Chen, et al., 2012, p. 216).
14. Health curriculum is recommended to be coordinated and sequential K-12 (Conestoga Valley School
District, 2017).
15. Pennsylvania Academic Standards for Health, Safety, and Physical Education articulate the knowledge
and skills to be learned K-12 (PDE, 2002).
16. The National Health Education Standards - PreK-12 were released in Spring 2007 and provide a
revision of the 1995 standards (Joint Committee on National Health Education Standards, 2007):

○ Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.

○ Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and
other factors on health behaviors.

○ Standard 3: Students will demonstrate the ability to access valid information and products and
services to enhance health.

○ Standard 4: Students will demonstrate the ability to use interpersonal communication skills to
enhance health and avoid or reduce health risks.

○ Standard 5: Students will demonstrate the ability to use decision-making skills to enhance
health.

○ Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
○ Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and

avoid or reduce health risks.
○ Standard 8: Students will demonstrate the ability to advocate for personal, family, and

community health.

Implementation Timeline (Anticipated Start/Finish): 6/2017-8/2018

Key Personnel: Health/Physical Education, Science, Family Consumer Science Teachers, Nurses, Counselors,
Building and District-Level Administrators

Major Action Steps: (1) Revise and review the health and physical education curriculum based upon state
standards and Pine-Richland staff input; (2) Determine immediate areas for revision of the grade 8 and 9 health
curriculum to eliminate overlap; (3) Align professional development sessions aligned to decision making and
practical applications of concepts.

Estimated Budget/Resources: Potential costs of substitute coverage for revising the curriculum; additional
resources may be considered based upon the identified learning goals.

Potential Implications (Short-Term and Long-Term): One of the key findings in this review was the
importance of school and community-wide wellness. In order for this recommendation to be achieved, all
departments across the district will need to gain a better understanding of health/wellness. Once this is achieved,
departments will need to identify units within their curricula to further support health/wellness concepts.

24