Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
PHED-3000
| Question | Answer |
|---|---|
| Physical Health | Well-being of the body. The most visible dimension of health influenced by: Genetic makeup Exposure to inflections agent access to medical care personal health-related behaviors physical activity nutritional habits. |
| Intellectual Health | The ability to interpret, analyze and act on information. The ability to "reason" |
| Emotional Health | Feelings and how they are expressed practice self-control and self-acceptance. Can express both positive and negative emotions in a productive way. |
| Social Health | The ability to navigate social environment's while maintaining healthy relationship. Home, workplaces, schools and neighborhoods. Maintaining strong personal environments. Communicating with respect for and acceptance of others Recognizing ways to |
| Spiritual Health | The ability to deal with day-to-day life in the manner that leads to realizing one's fullest potential. Finding meaning and purpose of life and experiencing happiness from within. Have developed a strong sense of personal values and the capacity to |
| Environmental Health | Preventing and controlling diseases or injuries related between people and their environment. |
| Brain Development | Growth reaches adult size-age 12. Matures during the early twenties. Changes in size (growth), circuitry and hormones (maturation) affect: Mood Physical Development Sexual maturity Decision making Risk-taking |
| Brain Development in children and adolescents | Growth-Structural Maturational-Functional Development-Encompasses both |
| Brains 3 segments | Forebrain Midbrain hindbrain |
| Forebrain | Cerebral Cortex Limbic system |
| Cerebral Cortex | The prefrontal cortex manages reasoning and logic, suppressing impulses, good from bad, right from wrong, and identifies consequences. |
| Limbic System | the Amygdala is associated with: emotions, impulse control, and aggression. The amygdala is developed at birth but does not mature until early adulthood. |
| Dopamine | responsible for emotional response and the ability to experience pleasure and pain. It results in mood swings and emotional dysregulation. |
| Serotonin | plays a role in mood, anxiety, and feelings of calm and relaxation. |
| Melatonin | Regulates rhythms and the sleep-wake cycle. |
| Top Six Health Risk Behaviors/ CDC | Unintentional injuries and violence Engaging in sexual activity Alcohol/drug use Tobacco use Unhealthy dietary behaviors Inadequeate physical activity |
| Factors that affect Decision making | Pleasure centers of the adolescent brain This makes adolescents more vulnerable |
| Physical Development and Health | How do males and females differ in height and weight? Muscular Growth and Development Skeletal Growth and Development Body Composition |
| Linguistic verbal | Word smart Learn best through reading, writing, listening, and speaking |
| Logical Mathematical | Logic smart Learn by classifying, categorizing, and thinking about patterns, relationships, and numbers. |
| Visual Spatial | Picture Smart Learning best by visualizing things using the minds eyes. |
| Bodily Kinesthetic | Body Smart Learn best through manipulating and doing; May work best standing up and moving rather then sitting still |
| Music Rhythmic | Music Smart Often learn using rhythm or melody especially by singing or listening to music; are easily distributed by noise; can spell better out loud then in writing |
| Interpersonal | Self Smart Learn best by working alone and setting individual goals; independent and organized |
| Intrapersonal | People Smart Learn best through relating to others through sharing, comparing, and cooperating |
| Naturalist | Nature Smart Learn best by working with nature; enjoy learning about living things and natural events; often excel in science and are passionate about environmental issues |
| Health Education | It is a blend of planned and sequential learning experiences based on appropriate theories and research that provide learners the opportunity to acquire the information, skills, and practice necessary to make good health decisions. It addresses all the ph |
| Skills-based health education and social and emotional learning complement each other | Self-awareness is the ability to accurately recognize thoughts and emotions and identify their effect on behavior Responsible decision-making is the ability to make personal choices on behavior based on safety, laws, ethics, and norms and the capacity t |
| Teaching controversial topics | Hiv/aids education Teen pregnancy Suicide Drug use and abuse Childhood obesity Immunizations Motorcycle and bicycle helmet use |
| Standard 1 | Use functional health information to support health and well-being of self and others. |
| Standard 2 | Analyze influences that affect health and well-being of self and others. |
| Standard 3 | Access valid and reliable resources to support health and well-being of self and others. |
| Standard 4 | Use interpersonal communication skills to support health and well-being of self and others. |
| Standard 5 | Use a decision-making process to support health and well-being of self and others. |
| Standard 6 | Use a goal-setting process to support health and well-being of self and others. |
| Standard 7 | Demonstrate practices and behaviors to support health and well-being of self and others. |
| Standard 8 | Advocate to promote health and well-being of self and others. |
| locomotor | a person travels from one location to another |
| non-locomotor | a person does not travel |
| manipulative | objects |
| psychomotor | of or relating to motor action directly proceeding from mental activity. |
| Cognitive | of, relating to, or being conscious mental activities |
| Affective | moods, feelings, emotions. |
| psychomotor objective | Have the students jog for six minute around the gym |
| Cognitive objective | The students will be able to identify the different stages of health with 85% accuracy after the lesson. |
| A | Audience |
| B | Behavior |
| C | Condition |
| D | Degree |
| Maturation | Changes inside the body |
| Growth | Change in size |
| Physical Literacy | Ability to move with confidence in a wide variety of physical activities |
| Critical element | are the key observable components of a motor skills |
| Instruction Cues | words that you say |
| Fundamental Motor Skill | Basic skills |
| Physical activity | Is any body movement that results in energy expenditure |
| non-locomotor activity | swinging, curling, bending, and balancing |
| Locomotor activity | running, jumping, skipping, and hoping |
| Manipulative activity | kicking, dribbling, striking, and catching |
Created by:
karlie2004