Republic of the Philippines

Commission on Higher Education

DARAGA COMMUNITY COLLEGE
Salvacion Daraga, Albay

Name OCBINA, JOSE VON CARLO P.

Course | Block BPED III-E
Subject SPEC PE 18
Instructor Ms. Angela Atun
Activity No. Final Task 2

RESEARCH and DISCUSS the following :

I. List down objectives of Physical Education
The objectives of physical education are:
1. Physical Development
2. Mental Development
3. Social Development
4. Emotional Development
5. Neuro-muscular coordination
6. Development of health

Physical development refers to the advancements and refinements of motor skills, or,
in other words, children's abilities to use and control their bodies. Physical development
is one of the many domains of infant and toddler development.

Mental development creates our abilities to focus, perceive, observe, remember,

imagine, develop beliefs, think, solve issues, and expand intelligence as well as
language. These abilities become the ego constructs on which one relies to navigate
the 3rd dimension. These abilities change with continued cognition, education, maturity
with experiences, and age. Some people’s ego mental abilities decline with age. The
rate of decline varies with each person and specific experiences.

Social development is related to the development of many social traits, which is

essential for the betterment of life. It helps to attain the qualities like tolerance,
sympathy, cooperation, sportsmanship, fair play and so on.
Emotional development involves learning what feelings and emotions are,
understanding how and why they occur, recognizing your own feelings and those of
others, and developing effective ways for managing those feelings

Neuro-muscular coordination, also known as “motor control” or “muscle memory” is

the ability of the nervous system to efficiently recruit a muscle or a group of muscles in
order to perform a specific task unconsciously. Through a series of interactions between
neurological messages, a complex system is formed, connecting different aspects of
muscle actions (static, dynamic, reactive), muscle contractions, coordination, joint
stability, body alignment and balance.

Healthy development means that children of all abilities, including those with special
health care needs, are able to grow up where their social, emotional and educational
needs are met. Having a safe and loving home and spending time with family playing,
singing, reading, and talking are very important. Proper nutrition, exercise, and sleep
also can make a big difference.

Reference: https://ask.learncbse.in/t/briefly-describe-the-objectives-of-physical-
education/12174

II. Enumerate the philosophies of Physical Education

Idealism
 The mind, developed through the acquisition of knowledge, is of highest
importance.
 Values exist independently of individuals.
 Fitness and strength activities contribute to the development of one's personality.
 Horace Mann, Wordsworth, Kant, Plato, and Descartes were idealists.

Realism
 The physical world is real.
 A realist believes in the laws of nature, the scientific method, and mind and body
harmony.
 Religion and philosophy co-exist.
 Physical fitness results in greater productivity, physical drills are important to the
learning process, athletic programs lead to desired social behavior, and play and
recreation help life adjustment.
 Aristotle was a realist.
Pragmatism
 Experience is key to life.
 Dynamic experience shapes individuals' truth.
 Education is child-centered.
 Varied activities present experiences that are more meaningful.
 Activities are socializing.
 Problem solving accomplishes learning.
 John Dewy and Charles Pierce were pragmatists.

Naturalism
 This philosophy is materialistic.
 Things that actually exist are found only within the physical realm of nature.
 Nature is valuable.
 The individual is more important than society.
 Self-activities accomplish learning and activities more than physical in nature.
 Naturalists promote play and discourage high levels of competition.
 Physical education takes a holistic approach.

Existentialism
 The chief concern is individualism.
 Existentialists do not want the individual to conform to society.
 They promote freedom of choice and a variety of interests.
 Individuals need to have their own system of values.
 Playing develops creativity and the discovery of the "inner self."
 Sartre, Soren and Kierkegaard were Existentialists.

Humanism
 One of the modern philosophies of physical education that most schools follow
today.
 The basis of the humanistic philosophy is the development of individual talents
and total fulfillment that encourages total involvement and participation in one's
environment.
 Humanists encourage self-actualization and self-fulfillment.
 Curriculums based on the Humanistic approach are more student-centered.

Eclecticism
 The second modern philosophy of physical education that most schools follow
today.
 The Eclectic approach combines beliefs from different philosophies and does not
resemble any single philosophy.
 When blended skillfully, the Eclectic approach affords a sound philosophy for an
individual.
Reference: https://quizlet.com/5259623/philosophies-of-physical-education-flash-cards/

III. Discuss the methods and strategies of physical education

The teaching strategies in physical education (PE) can vary based on what is
being taught and the end goal for the students participating. Explore various teaching
styles that can be employed in the PE class, such as direct teaching, cooperative
learning, and convergent and divergent discovery.

Physical Education Teaching Styles

The traditional method of teaching physical education was pretty simple and
straightforward. The coach stood at the front of the class and yelled so the students
could hear and often had to use a whistle to garner attention and quiet.

Direct Teaching
The advantages of this direct teaching method are that the coach can control the
class and fit in a lot of activity into a short class period. This leaves plenty of
opportunities for the students to hone their skills, especially new ones. On the other
hand, because the class is centered around the teacher, some students may not
receive proper feedback, and creativity is limited. Also, the lesser talented athletes often
tend to get lost in the shuffle while the great athletes shine. However, there are now a
multitude of various teaching strategies that can be employed in addition to that method.

Cooperative Learning
The cooperative learning method is almost the opposite of the direct teaching
method because the children work together to assist one another, while the coach is
more of a monitor than a central figure. It has the benefit of teaching teamwork,
communication, and social skills. The downside is that often the more popular or
talented kids and extroverts tend to overpower the less popular or talented kids and
introverts. There are many variations of cooperative (sometimes called collaborative)
learning.

Convergent Discovery

Here students are handed a problem with only one unique solution. In addition to
physical skills, students must use their critical-thinking and social skills. On the
downside, students have to display some motivation on their own. For example, One
Way is a challenge in which 48 colored squares are laid out on the ground in a 6x8 grid.
Only the coach knows the correct predetermined path. Now the students must take
turns walking across the path, and the coach says whether a square is safe or unsafe.
Ultimately all students must cross, so they must both memorize and work together to
beat the time limit.
Divergent Discovery

This is pretty much the opposite of convergent discovery, since students are
handed a problem with several solutions. For instance, students are shown a specific
dance routine by the coach, but they can each be creative and add their own moves
throughout the routine. This also allows the coach to assess each student, but once
again, the students must motivate themselves.

Jigsaw Learning

When you hear the term ''jigsaw learning'' do you think of assembling the pieces
of a puzzle? Here the students are divided into small groups, and each group teaches a
specific task that is part of the whole skill. For instance, to teach a gymnastics vault one
group would learn the approach, another the takeoff, another the spin in the air, and
finally another the landing. Then the students would reform into other groups and teach
what they learned to their peers. This allows the teacher to roam the class and monitor,
but on the downside may be challenging for less talented pupils.

Reference: https://study.com/academy/lesson/physical-education-teaching-strategies-
styles.html

IV. Provide opportunities to apply methods and strategies through demo

teaching

Teaching demonstrations are artificial the students aren’t yours; you won’t see
them again for follow-up lessons, you might even be “teaching” faculty, etc.but they are
also a critical part of an academic job interview. Candidates for academic positions
need to show more than just knowledge of their content area in their teaching
demonstration; they need to show that they have pedagogical content knowledge. That
is, the ability to select, structure, and deliver complicated content so that students can
learn it. Your teaching demonstration must prove not only that you can create and follow
a lesson plan, but also that you can engage and interact with students to enhance their
learning.

You’ll want your teaching demonstration to reinforce whatever you’ve said about
your teaching in your application materials. For example, if you have said that you
create student-centered classrooms and provide students opportunities to actively learn,
don't lecture for the entire time during your demonstration. 

A successful teaching demonstration ultimately comes down to careful planning

and practice. If you showcase your best teaching during your demo, you’ll go a long way
toward convincing the committee that you can handle the challenges of teaching day-to-
day. The guidelines and tips below will get you started.  

A. Know your Audience

 Will you be teaching a class of actual students, a group of faculty, the hiring
committee, or some combination of these three groups?
 What level of student should you be preparing for? (E.g., Majors, non-majors,
graduate, etc.)
 If you are teaching a class of actual students, ask for a copy of the course
syllabus and any relevant assignments. Read the course description and
objectives, and review a copy of the textbook. It might also help to get to know
the students in general by looking at the university’s website and, if possible, by
visiting campus and chatting directly with students. More realistically, you might
attend a class at your current institution on the topic you are going to be teaching
and then talk with the instructor, the TAs, and the students.
 If you are teaching to faculty members posing as students, be sure to indicate for
them the level and background of the students for whom your lesson would be
intended, then pretend that the faculty members are those students and teach at
the correct level. Expect, however, that faculty might ask questions at a higher
level than would actual students and don’t go overboard with pretending that they
are students (e.g., don’t confiscate a cell phone if one of them can’t stop looking
at it!). 

B. Make your Material fit the Course and the Time

 If you’re given a topic to teach in an actual course, find out where that topic fits
into the course itself. What have the students learned beforehand? What will they
be learning afterward? What assignments will they be working on? What
textbook are the students using? Get a copy and read the relevant sections.
 If you’ve been given a broad topic area from which to select a particular lesson,
choose something that you can manage in the time given.
 If you’re teaching for a full class period, aim to end no more than 5 to 10 minutes
early for questions. Have a back-up plan in case for any reason you end earlier.
 If you’re only teaching a short lesson in 10 to 15 minutes, choose a topic or
lesson that will stand on its own in that time. Don’t squeeze a 50-minute lecture
into 15 minutes.
 Plan enough time for any activities you’ll include; they can sometimes run long if
not properly planned and managed.
C. Engage your students

 Remember, this is your teaching demo, not your research talk. Don’t just lecture

to the students; show that you can do something more by engaging them with
active learning. Get the students interested, involved, and interacting positively
with you and with one another—they might be evaluating you for the committee.
 Use brief, meaningful activities that last no more than 5-7 minutes each. If you’re
teaching faculty members, don’t expect them to be any more interested in
participating in activities than are students. Create a handout, ask questions.
 Start with a relevant hook to grab students’ interest (an alarming statistic, a
current event, a thought-provoking question, etc.)
 If you’re teaching a small group of students, bring index cards and black
sharpies. Have the students write their names on the cards and set them up on
their desks. Doing so creates an instant connection with students by allowing you
to address them by name as you would in a class of your own.

D. Use Technology Purposefully and Effectively

 If you plan to use technology, be sure that it serves some clear and relevant
pedagogical aim; don’t use it just to impress the committee or to show off your
techy side. Technology shouldn’t overwhelm the topic you’re teaching, and the
contribution that technology makes to student learning should be obvious and
significant. Handouts are often a better alternative to technology, since they
provide everyone with a concrete takeaway by which to remember you and your
demonstration.
 Use visuals only to support your teaching and promote learning. For example,
PowerPoint slides should be used sparingly and should ideally include questions
or problems to which students can respond. Remember, PowerPoint should
support your teaching, it shouldn’t be your centerpiece. If you do use a
PowerPoint, be sure to tell students that you’ll write on the board any key
information that you would like them to put in their own notes, otherwise students
might try to write down everything you have on your slides.
 In terms of PowerPoint design, use pictures, colors, and animations, but do so
carefully, and don’t put too much text on any single slide. Choose a light
background and dark text, and make sure that the slides are visible in a well-lit
room. (You shouldn’t plan to use PowerPoint slides in a darkened room unless
you want to put students to sleep.)
 Use the board only if your handwriting is good. When writing on the board, don’t
speak to it. That is, face the students and say whatever you want them to hear,
and then turn and write it on the board. Doing so maintains your connection with
the students and gives them an opportunity to copy down what you write.
 Plan for technology to break down. Have an alternative plan.
E. Have a Backup Plan. Have Another.

 Create your ideal lesson plan, a contingency plan in case you run out of time, a
contingency plan in case you finish early and have too much time remaining, a
contingency plan in case students simply don’t respond or if things are otherwise
not working out as intended. Plan for technology to fail and know what you’ll do if
and when it does.
 Plan more material than you can possibly use, and make decisions in the
moment about what to leave out. Don’t indicate to your students, however, that
you’re cutting something out due to time constraints. 

F. Practice. Practice. Practice.

 Whether you’ve taught before or not, you can ask colleagues or mentors for the
opportunity to lead a session in their classes. Ask them to observe your session
and provide feedback. Alternately, gather some colleagues, perhaps from
different disciplines, to serve as a group of students whom you can teach. Have
them ask you questions just like actual students would. After the lesson, have
your colleagues’ comment on your flow, on the way your topics connected with
each other, on your body language and any verbal or physical tics you might
have, and, of course, on how you might improve your overall performance.
 If you have taught before, review any observation reports you may have from
colleagues or mentors, as well as evaluation feedback from students. Consider
what has worked well and what hasn’t. What improvements can you realistically
make and practice before your demonstration?

Helpful Tips and Hints

 Aim to be relaxed and confident in your demonstration, but also plan to show
your enthusiasm and passion for the topic.
 Remember that you want your demonstration to be accessible to the intended
audience, as well as factually or procedurally accurate and also clearly effective
in terms of student learning.
 Show respect for students and that you like working with them. Acknowledge
their contributions and thank them for participating.
 Don’t let talkative students sidetrack you. Indicate that you are glad they are
interested, but that you need to continue the class. Ask them to stay after to
discuss the material with you.
 Consider providing students and the committee with suggested follow-up
assignments or next steps to show that you are aware of that teaching is a
continuum, not a once-off intervention.
  If you use graphs or other data visualizations, don’t let them speak for
themselves. Instead, get students to respond to these visualizations. For
example, orient students to a graph by briefly explaining what it shows, then pose
questions about the graph and ask students to interpret it in some way to get
students involved.
 Push yourself to demonstrate your best teaching, but don’t try a technique or
technology with which you’re not yet completely comfortable.

Questions to Consider as You Begin Planning your Teaching Demonstration

Don’t be afraid to ask the committee for details and clarification about your
demonstration. At the same time, you need to ask yourself a number of important
questions as you get started. The list below should help get you going.

Ask the committee:

 How much time will I have? A whole class period or only 10 to 20 minutes?
 Whom will I be teaching? Actual students or faculty posing as students?
 At what level should my teaching be aimed? Majors? Non-majors? Graduate?
 Will a topic and/or materials be provided, or should I select a topic and/or
materials on my own?
 If a topic is provided and if I’m teaching in an actual course, how does the topic fit
into the course in relation to other topics? Can I get a copy of the syllabus? What
textbook do the students use? Have students been given any homework? If so,
what? Can I get a copy of the assignment materials?
 Where will I be teaching? What sorts of technology or other resources are
available?
 How and by whom will my teaching be evaluated? If I’m teaching actual students,
will they provide any feedback to the committee?

V. Enumerate the philosophies of health education

Philosophical Foundations of Health Education is a powerful, thorough, and unique
resource for health educators and especially for health education and promotion faculty.
It contains previously published articles by leaders in the profession since the 1950s.
The articles are grouped by the topics into six distinct parts. The book argues that all
health professionals, new or old, need to develop their own personal philosophy about
health and the profession and to use it to inform how they view and use the
philosophies in their roles as professional health educators.

In the foreword of Philosophical Foundations of Health Education, the author proposes

that health educators are more than practitioners and leaders in the field; they are also
ambassadors of the profession to those outside the profession. The book’s editors, Jill
Black, Steven Furney, Helen Graf, and Ann Nolte, are not only luminaries in the field but
also themselves acting as ambassadors of the field of health education. It is the first
collection of the personal and professional philosophies from many published works of
the field’s leaders. It presents philosophies from 1953 to the present and provides a
scholarly discourse of related health education philosophical ideas across time from
various perspectives.

Over the past 30 years, health education has experienced dramatic expansion and
attention. Many health educators expressed the need for a “clear delineation of the
major existing philosophies and an analysis of the current trends in health education
philosophies [Welle, Russell, & Kittleson, 1995]” (p. xvii). This publication facilitates the
process for professionals to do just that. A theme espoused by various authors
throughout the book is that a person must develop his or her own philosophy about
health and education before he or she can develop a philosophy about the profession.

The editors provide key published articles, grouped into six parts, each with its own
introduction to establish a context for articles included in that part. Perhaps the most
distinctive characteristic of the book is that the previously published articles were all
written by authors who were well-known leaders of health education but who often had
quite different perspectives about health and education. The juxtaposition of these ideas
provides the reader with disparate personal and professional philosophies on some of
the key health education issues. This gives readers different views, which can facilitate
development of their own personal and professional philosophies of health education.

Part 1 is titled “Philosophical Perspectives in Health Education.” The authors include

Loren Bensley, Keogh Rash, Morgan Pigg, Carl Willgoose, Charles Carroll, and
Stephen Thomas. Part 1 consists of six reprinted articles of selected health education
leaders that address their personal philosophies and why each believed that a personal
philosophy of health education is a necessary foundation to developing one for the
profession. “My personal philosophy of health education includes all of what I am, what I
value, and what I believe and stand for in relation to health and education [Bensley,
1993]” (p. 4). Another author quotes the World Health Organization’s definition of health
as “complete physical, mental, and social well-being, and not merely freedom from
disease or infirmity [Rash, 1993]” (p. 7). Recently, many have added the
word spiritual to that definition. The authors also discuss the foundations and guiding
principles of health and education, which one author identifies as personal
empowerment, life affirmation, interconnectedness, and an admission of some of the
limitations of health education. Last, a foundational philosophy discussed in some detail
is holism. The holistic concept of a human being is described as an integrated whole
that is closely related to the environment. Holism can be a different framework to view
the mind and body as integrated elements. Holistic health presents the opportunity to
view the ideological struggle between the concepts of health and primary prevention
versus problem-oriented health care.

Part 2 is titled “Developing a Philosophy of Health Education.” The authors include

Becky Smith, Noreen Clark, Thomas Timmreck, and Helen Welle. The basic premise of
Part 2 is that education and philosophy are inseparable. The belief is expressed that
within an educational context, philosophy is a way of explaining the end and means of
education and thereby guiding actions. A health educator’s philosophical approach
drives the educational action, including his basic beliefs about the purpose of health
education, the roles of the learner and the teacher, education methods, and instructional
materials. Noreen Clark discusses leadership for health education and proposes that
“[a] leader shows the way, guides, causes progress, creates a path, influences, begins
[Clark, 1994]” (p. 63). Health educators must be both leaders within the profession and
ambassadors of the profession to other disciplines.

Each article in Part 2 presents different personal views of each of the authors. The
gathering of these articles into one section creates a bridge between concepts that
influence the development of a personal philosophy and how they can guide the
emerging professional philosophies of health education. For example, past and current
health educators have identified philosophical tenets and strategies that reflect their
individual beliefs. For some health educators, the focus has been on unhealthy habits
and behavior modification techniques. Others have focused on individuals’ attitudes
about lifestyles (e.g., smoking, nutrition, exercise). Still others have focused on credible
information and learning skills to use the information for decision making (health
literacy). Part 2 also discusses the unprecedented changes in the world, which include
minorities (who are becoming majorities), aging, new types of families, and activism.
Health education is, and will be, called on to facilitate and clarify some of the major
changes going on and how the profession can consider and address them. These
changes include values, process (e.g., how to learn), technology, relationship of health
costs to prevention, and quality of life. The authors present the belief that health
education must create leadership to help shape the changes so that the health and well-
being of individuals and communities are well served. Health education’s failure to
provide invigorated leadership (based on the science of the profession) means that
others without the insights of health education and will be leading. As Noreen Clark
states, “No person can lead other people except by showing them a future. A leader is a
merchant of hope [Clark, 1994]” (pp. 65-66).

Having established the philosophical foundations of health and health education in Parts
1 and 2, Parts 3 to 6 focus on four distinct philosophical approaches and philosophies
on the practice of health education: cognitive approaches, changing behavior, freeing
and functioning in health education, and social change.

Part 3 explores the “Cognitive Approaches in Health Education,” which have served as
a foundation for many other philosophies. The authors include Valerie Ubbes, Jill Black
(also an editor of the book), Bette Keyser, Kenneth Veselak, and Delbert Oberteuffer.
Part 3 focuses on using the cognitive approach of providing information on the best
scientific health practices. This approach does not ensure the adaptation of healthy
lifestyles, but it does enable learners to think critically and teaches decision-making for
appropriate choices, based on up-to-date facts. Health literacy is a good example of a
cognitive approach in health education. The primary purpose of this philosophy is to
impart knowledge, coupled with decision-making and critical-thinking skills. Part 3
includes samples of applied cognitive-based health education philosophies and
emphasizes school health education, with elaboration on collaborative learning,
systems thinking, and critical thinking. The paradigm shift toward teaching for thinking is
discussed, including perspectives, barriers, solutions, and accountability.

Part 4 is titled “Changing Behavior in Health Education.” The authors include Carl
Fertman, Don Read, Frederick Garman, and Ronald Labonte. Proponents of this
methodology believe that although cognitive approaches are important, the
psychomotor domain is the ultimate objective, as facts alone may not be sufficient.
In 1980, Green, Kreuter, Deeds, and Partridge brought this philosophy into the limelight
for health education. They defined health education as “any combination of learning
experiences designed to facilitate adaptations of behavior conducive to health (p. 7)” (p.
135). Major components of this methodology are motivation, behavior modification, goal
setting, positive reinforcement, behavior contracting, self-monitoring and management
of skills, and modeling behavior. This approach’s major advantage is its versatility for
use in various health content areas and settings. It can also produce lifestyle changes in
a relatively short time period. Furthermore, behaviorally based programs are easy to
evaluate. Part 4 examines mind–body connection, an aspect of changing behavior that
blossomed in the 1990s, and problem-based learning as a catalyst for behavioral
change. The transtheoretical model (also known as the stages of change model) is used
as an example. Learning versus teaching is also explored, including distance learning,
along with empowerment in relation to health promotion. One article in Part 4 compares
health education approaches in medical, behavioral, and socioenvironmental fields as
they relate to empowerment.

Part 5 is titled “Freeing/Functioning in Health Education.” The authors include Jerrold

Greenberg, Andy Anderson, Barbara Ronson, Howard Hoyman, and Steven Hawks.
The freeing/functioning philosophy offers an alternative purpose and approach in health
education. Perhaps less well-known in relation to health education than other
philosophies discussed, this philosophy’s focus is the holistic and humanistic approach,
grounded in the principles of humanistic psychology. The freeing/functioning philosophy
promotes the development of the entire person. Russell, Nolte, and Greenberg were
early pioneers in adopting this philosophy in the 1970s. The basic premise of this
philosophy is that people who have a positive, holistic perception of self are more likely
to practice healthier lifestyles. The discussion begins with a focus on the whole person
and the reasons behind the health decisions, moving away from focusing on details of
health behaviors. The chapter also emphasizes the importance of following democratic
principles in health promotion, including autonomy in which people are encouraged to
take control over their lives. Also discussed is ecology, focusing on ecosystems and the
functional relationship between man and the physical environment. Human ecology is
concerned with the unique individual, as well as with populations and the population’s
representative “statistical man [Hoyman, 1971],” a theoretical individual, composed of
the characteristics of that population (p. 229). The author contends that public health is
one of the major sectors of human ecology and that health is a multidimensional unit,
including physical fitness, mental health, psychosocial well-being, and an
ethical/spiritual outlook. “Health is much more than the absence of disease, disability,
pain and decay; it encompasses physical fitness, social well-being, personality
development and a zest for full, fruitful, creative living [Hoyman, 1971]” (p. 231). Finally,
Part 5 encourages health educators to take a holistic approach to the profession itself,
addressing multidimensional wellness in practicing health education, including
incorporating nonphysical outcomes into national and local health objectives. The
author proposes that good health practices will follow if the educator builds into the
profession holistic purpose, self-fulfillment and meaningful life.

Part 6, the final section, is titled “Social Change in Health Education.” The authors
include Ann Robertson, Meredith Minkler, Daniel Leviton, Martha Coulter, Thomas
O’Rourke, Elaine Auld, John Allegrante, Donald Morisky, Behjat Sharif, and Helda
Pinzon-Perez. Part 6 studies social change philosophy, with the intent to advocate for
environmental, economic, and political conditions that make healthy choices possible.
This approach proposes that it is ineffective to focus on an individual’s responsibility for
health, which distracts from the environmental and economic factors that have larger
effects on a nation’s health. Furthermore, this philosophy contends that emphasizing an
individual’s health fails to acknowledge inequalities in society that effectively determine
individuals’ health. Health education programs designed around this philosophy are
based on social morality and justice in order to influence social determinants of health
and illness. This macro-level approach does not blame individuals for poor health
choices but instead works to change the context in which they make their choices. This
is a fundamental shift in the ways that many health professionals think, talk, and write
about health, the determinants of health, and the strategies for achieving health.
Empowerment is the central component. One article focuses on global peace, the
ultimate social change, and the prevention of horrendous death, especially as caused
by terrorism. Putting politics back in public health education is also addressed, including
the proposal that leaders in the field have an obligation to be advocates and to lead
efforts to assure that the public’s health is protected and improved. Another article on
health care reform goes beyond defining health as medical care and addresses making
health care affordable. The role of health education associations and their use of the
philosophy and principles to advocate for the profession of health education and the
ultimate goals of health are discussed. Yet another article addresses using the
principles of social change to advocate for removing the causes of disparities in health
care, including race and ethnicity, socioeconomic status, gender, age, geographic
location, insurance coverage, and political will. Advocacy has been effective in shaping
public health policies related to the environment, tobacco control, alcohol, elderly health
(e.g., poor health conditions, social isolation, unsafe environments, and access to health
care), HIV/AIDS, racial and ethnic minorities, and youth violence. The last article
addresses lessons learned from developing countries related to health education. This
article examines the interconnectedness of health care systems globally.

Conclusion and Summary

This thorough and meticulous publication brings the reader a variety of views,
perspectives, and philosophies related to health education, all located together and
grouped by common approaches to health education. It makes a strong case for the
reader to weave the wisdom and insights of the leaders of the profession who wrote
the articles and craft his or her own personal philosophy of what health is and what
health education is and should be, guiding them in their health education endeavors.
Although this book is not for speed-reading, it is thought provoking and engaging. It
will be particularly appropriate and useful for faculty of public health programs and
their students.
Reference: https://journals.sagepub.com/doi/10.1177/1524839913495047

VI. List down the objectives of Health Education

Objectives of Health Education:
Various aims of this education are mentioned below:

 To help people understand that health is an asset in the community.

 Inspiring people to adopt health-promoting behaviors by providing
appropriate knowledge and helping to develop a positive attitude.
 Supporting people to make decisions about their health and achieve the
necessary confidence and skills to put their decisions into practice.
 To train the people with skills, knowledge, and attitude.
 To promote the development and proper use of health services.
 To develop desirable health practices and health habits.
 To develop health consciousness in the school and the community.
 To combat the superstitions and prejudices in the community.
 To provide a healthful environment for physical and mental growth.

Reference: http://nursingexercise.com/health-health-education-overview/

VII. Discuss the methods and strategies of Health Education

Health Education
Health education is one strategy for implementing health promotion and disease
prevention programs. Health education provides learning experiences on health topics.
Health education strategies are tailored for their target population. Health education
presents information to target populations on particular health topics, including the
health benefits/threats they face, and provides tools to build capacity and support
behavior change in an appropriate setting.
Examples of health education activities include:

 Lectures
 Courses
 Seminars
 Webinars
 Workshops
 Classes
Characteristics of health education strategies include:

 Participation of the target population.

 Completion of a community needs assessment to identify community
capacity, resources, priorities, and needs.
 Planned learning activities that increase participants' knowledge and skills.
 Implementation of programs with integrated, well-planned curricula and
materials that take place in a setting convenient for participants.
 Presentation of information with audiovisual and computer-based supports
such as slides and projectors, videos, books, CDs, posters, pictures,
websites, or software programs.
 Ensuring proficiency of program staff, through training, to maintain fidelity
to the program model.

Reference: https://www.ruralhealthinfo.org/toolkits/health-promotion/2/strategies/
health-education

VIII. Provide opportunities to apply methods and strategies through demo

teaching

The word demonstration means to give demos or to perform the particular activity
or concept. In demonstration method, the teaching-learning process is carried in a
systematic way. Demonstration often occurs when students have a hard time
connecting theories to actual practice or when students are unable to understand
applications of theories. In order to make a success of demonstration method, three
things are necessary.

 The object being displayed during demonstration should not be so small.

 During the demonstration, the clear language should be used so that
pupils may understand concept easily.
 The pupils should be able to question teachers in order to remove their
difficulties.

Characteristic of demonstration method

(1) The demonstration should be done in a simple way.

 (2) In this strategy, attention is paid to all students.

(3) Goals and objections of demonstration are very clear.

(4) It is a well-planned strategy.

(5) Time is given for rehearsal before the demonstration.

Steps of Demonstration method

There are six steps of demonstration process.

(1) Planning and preparation

proper planning is required for good demonstration. For this following points should be
kept in mind.

 Through the preparation of subject matter.

 lesson planning
 collection of material related to the demonstration.
 rehearsal of demonstration.

In order to ensure the success of demonstration, the teacher should prepare lesson
minutely and very seriously.

(2) Introducing the lesson

The teacher should motivate students and prepare them mentally for the demonstration.

The teacher should introduce the lesson to students keeping in mind the following
things.

 individual differences
 Environment
 Experiences

The lesson can also be started with some simple and interesting experiments. Very
common event or some internal story.
The experiment should be able to hold the attention of students.

(3) Presentation of subject matter

 In demonstration presentation of subject matter is very important.

 The principle of reflecting thinking should be kept in mind.
 The teacher should teach the student in such a way that their previous
knowledge can be attached to their new knowledge.

(4) Demonstration

 The performance in the demonstration table should be ideal for the student.
 The demonstration should be neat and clean.

(5) Teaching Aids

 The teacher can use various teaching aids like models, blackboard, graphs etc.
During demonstration.

(6) Evaluation

 In this last step, evaluation of the whole demonstration should be done, so that it
can be made more effective.

Merits of demonstration method

(1) It helps a student in having a deeper understanding of the topic.

(2) It helps students remain active in teaching -learning process.

(3) It leads to permanent learning.

(4) It accounts for the principles of reflective thinking.

(5) It helps to create interest for topics among students.

(6) It helps in arousing the spirit of discovery among students.

(7) It imparts maximum learning to students.

 Demerits

o Students cannot benefit with direct and personal experiences as teacher

carry out the demonstration.
o It can be costly as it requires costly materials.
o It can be a time-consuming method.
o It is not based on learning by doing.
o This method does not provide training for the scientific method.
o There is a lack of experienced teachers to carry out the demonstration.

Reference https://physicscatalyst.com/graduation/demonstration-method/

IX. Identify the advantages of teaching Physical Education and Health

Education in the K-12 curriculum.

Physical education supports the curriculum’s vision for our young people of enabling
students to become confident, connected, actively involved, lifelong learners.

Physical education helps students to develop the skills, knowledge, and

competencies to live healthy and physically active lives at school and for the rest of their
life. They learn ‘in, though, and about’ movement, gaining an understanding that
movement is integral to human expression and can contribute to people’s pleasure and
enhance their lives.

Learning in physical education and health

Promotes active lifestyles

Students are empowered to participate in physical activity and understand how

this influences their own well-being and that of others. By demonstrating the benefits of
an active life style, they encourage others to participate in sport, dance, exercise,
recreation, and adventure pursuits.
Challenges thinking in a fun environment

Physical education engages and energizes students. It provides authentic

contexts in which to learn. Students challenge themselves to develop their physical and
interpersonal skills. They experience movement and understand the role that it plays in
their lives.

Students can contribute to the development of physical education programmers and

choose their own level of participation. The resulting learning environment challenges
their thinking and helps to promote an interest in lifelong leisure and recreational
pursuits.

Builds movement competence and confidence

The skills taught in physical education improve students’ performance, sharpen

their knowledge of strategy and tactics, and help them to transfer knowledge from one
context to another, including sport and recreational and outdoor activities. The concept
of challenge by choice enables appropriate learning at a level that builds confidence.

Develops teamwork, leadership, and interpersonal skills

Physical education explicitly teaches the necessary knowledge and skills for
working with and relating to others, and provides the learning opportunities to develop
these skills.

It enables the development of leadership and teamwork skills and encourages

students to transfer knowledge to other learning areas. It does this for example, by
supporting students to work cooperatively in other subjects, or when working with
groups in a leadership role in the school setting and in their lives outside of school in
sports clubs or community groups.

Explores and develops decision-making and risk management

Physical education provides a range of opportunities for students to challenge

and extend themselves in an environment of managed risk.
Students step outside their comfort zone to take on new social, physical, and emotional
challenges. Taking on challenges and assessing risk requires the exploration and
development of decision-making skills.

Triggers thinking and action to create change

Physical education teaches students to think critically about movement and

movement contexts, for example, considering an issue from different points of view,
identifying what is influencing the issue, and explaining how the influences are affecting
the issue.

Learning to think critically encourages students to participate in social action for a fairer,
more equitable, and just society by, for example, reducing barriers to participation.

Develops understandings about the social and cultural significance of movement

Physical education teaches students to critically inquire into the social and
cultural significance of movement, so that they can better understand what influences
people to engage and participate in physical activity. They consider how participation in
movement influences society by examining issues, such as:

 why youth culture is attuned to adrenalin sports and adventure racing

 why people enjoy watching big events such as World Cup rugby or the Tour de
France.

Creates learning pathways

Physical education provides a solid foundation for further studies relating to

movement and the body, including the social and health sciences, recreation, and
tourism. It provides a pathway into the many careers that involve and careers working
with people, such as education, health, justice, and the social services.

Reference:
https://seniorsecondary.tki.org.nz/Health-and-physical-education/Rationale/Why-study-
physical-education