Infusing Health Education Content into Physical Education

1. Infusing Health Education Content intoPhysical Education Karen Edwards Ed.D and Janice Bibik Ph.D

2. Rhythms and Dance and Drug Education Instructional StrategiesShared Assignment Drug Education/Rhythms and Dance students must create a physical education activity infusing drug content information with movement. Delaware Health and Physical Education Curricular Standards must be used to frame selected activities from Physical Best Activity Guide.

3. Health and Physical Education Department • U.D. HPE faculty often discusses with our students the importance of working cooperatively with their future department and school staff. • This project offered Jan Bibik (PE) and myself (Health) an opportunity to demonstrate how two different disciplines can work collaboratively to reinforce student learning. • Together we devised the following assignment to merge health content into a physical education activity.

4. Grading Rubric • Creative Activity Name (1) • Health Education Standard (1) How is the standard enacted • Physical Education Standard (1) How is the standard enacted • Introduction using Standards Language (5) • Single Step Directions (5) • Closure using Standards Language (5)

5. Health and Physical Education Standards Delaware Health Standard 1: (1point) Students will understand essential health concepts in order to translate knowledge into healthy actions for life ( by participating in the Smoking Sally Activity students will demonstrate knowledge of negative health effects of tobacco use) (1point) Delaware Physical Education Standard 5: (1point) Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings ( by participating in the Smoking Sally Activity students will demonstrate responsible behavior by interacting with their team to answer questions and place body segment correctly) (1point)

6. Smoker Sally Relay (1 point)Introduction (5 points) • Introduction: Good morning, please get your pedometer from the shelf and have a seat in your attendance rows. • Put your pedometer on while I take attendance. • Today we are going to work on increasing your cardio (heart) vascular(vessels) fitness. • Keeping your heart and lungs strong will help you learn better and feel healthy so you can complete all your daily activities. • Physical activity causes your heart to beat harder, your lungs to work better and your muscles to grow stronger increasing your cardiovascular fitness

7. “Smoking Sally” • Mrs. Jones told me that you have been discussing the unhealthy ways that smoking tobacco effects our bodies. She showed me the worksheet you completed yesterday. • To help you remember the reasons it’s important for you to never use tobacco we are going to play a game called Smoking Sally. Directions (5) • When I say go the line leader will pick a card out of the box in front of your row. The leader will look at the card and think of the answer to the question on the card. If they can’t think of the answer they may quietly ask their row mates the answer. • As soon as the line leader knows the answer they will run down to “Smoking Sally” hanging on the wall opposite your line.

8. Smoking Sally will be on the wall opposite your row. • As soon as you get to Sally look in the box beside her for the body part that answers your question.(Answer is eyes, then I look for the eye picture) • As soon as you find the correct picture place it on Smoking Sally exactly where it would be on her body. (place the eye picture on her face) • Run back to your group and the second person in line will answer the question they pick from the box and continue following the same steps.

9. Discuss Sally’s Health Issues due to Smoking • Elevated Heart Rate Healthy heart • Unhealthy Lungs Able to breathe • Yellow Skin Healthy Skin • Difficulty Smelling Able to smell • Trachea blocked Able to swallow • Unhealthy Teeth Less cavities

10. Discuss Sally’s Health Issues due to Smoking • Healthy Heart • Able to Breathe • Healthy Skin • Able to Smell • Able to swallow • Less Cavities • Elevated Heart Rate • Unhealthy lungs • Yellow Skin • Difficulty Smelling • Trachea blocked • Unhealthy Teeth

11. Nose and Tooth

12. Lungs and Brain

13. Assessment • Use a body parts work sheet to refocus unhealthy behavior to healthy choices. Gerne and Gerne Secondary Drug Education Activities • Your friend Sally is trying to decide if she wants to try cigarettes. Using the worksheet and included word bank answer the questions to help Sally understand the dangers of smoking cigarettes.

14. Closure (5) • I hope that by spending time with Sally you saw how important it is for your cardiovascular health to avoid tobacco products. • If Smoking Sally pays attention to your warnings and does not try cigarettes she will become “Smart Sally”. • List your pedometer steps for today. Turn your paper over and draw a picture of the activity you would miss most if you could not participate due to a smokingrelated illness Have a wonderful healthy day.

15. High Five Delaware Health Education Standard 1: Students will understand essential health concepts in order to translate knowledge into healthy actions for life (by participating in High Five Activity students will demonstrate knowledge of unhealthily effects of tobacco use by selecting antidrugs)(1point) Delaware Physical Education Standard 1: Students will demonstrate competency in motor skills and movement patterns needed to perform avariety of physical patterns. (students will participate in a variety of locomotor skills and demonstrate patterns of movement (1point)

16. Line up in attendance rows with your PE journal. • Before we begin our activity, I need you all to find your pulse. We are going to take a resting pulse rate. • When I say go start counting with zero until I say stop. Record this number in your PE journal under March 15th. • Row leader please collect your rows journals and put them in your assigned bin.

17. I need you to spread out in general space, remembering to always maintain personal space during this activity • When the music begins and I say “go” I need you to show me your very best skipping, remembering that skips are step-hop. • I need you to skip in a circular (or any other path) pattern. • Give a high five to as many of your classmates as you can until the music stops.

18. When the music stops freeze and when I say go begin counting your working heart rate. • Please record your working heart rate number. Return the journals to their bins. • When the music begins, repeat activity using other locomotor movements and pathways. • Try to increase number of high fives you give until the music stops. • Row leader please give the journals back to your row.

19. Check for student safety and breathing concerns before beginning this activity. If students have issues, they should not use the straws. • Hand out cut straws to each student and when the music begins, put straws in mouth and use a different pathway and motor skill until the music stops.

20. By using the straw we demonstrated how a person that uses tobacco may feel during activity. This is because the lungs may not work as well because cigarettes damage our lungs. Imagine how your daily activities like walking to the bus stop, playing at recess, playing at home, sports that you may play would not be as much fun because you could not breathe.

21. In your PE journal I’d like you to trace your hand. You are making a “High Five” you are giving yourself for not smoking. • On each finger I’d like you to write a favorite activity that smoking would negatively affect. On my hand, I put walking my dog, going to exercise class, gardening, playing with my neighbors child and walking to class everyday.

22. As we end class today, remember how important breathing is to our overall health. • If someone offers you a cigarette what will you say? (Refusal Skills reviewed) Thank you and have a great day!