Where can I read the official document?

Health Education and Physical Education Learning Results: Parameters for Essential Instruction

K–12 Standards

Grades 6, 7, 8
Other Maine Health and Physical Education sets
Grades Pre-K, K, 1, 2
Grades 3, 4, 5
Grades 9, 10, 11, 12

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

A1
Healthy Behaviors and Personal Health
1. Students examine the relationship between behaviors and personal health.
  a.
  Explain the importance of assuming responsibility for personal health.
  b.
  Examine the relationship between healthy and unhealthy behaviors and personal health.
  c.
  Identify the possible barriers to practicing healthy behaviors.
A2
Dimensions of Health
1. Students explain the interrelationship of physical, mental/intellectual, emotional, and social health.
A3
Diseases/Other Health Problems
1. Students identify causes of common adolescent diseases and other health problems and describe ways to reduce, prevent, or treat them.
A4
Environment and Personal Health
1. Students determine how environment and other factors impact personal health.
  a.
  Analyze how environment impacts personal health.
  b.
  Describe how family history can impact personal health.
  c.
  Explain how appropriate health care can promote personal health.
A5
Growth and Development
1. Students describe specific characteristics of adolescent human growth and development.
A6
Basic Health Concepts
1. Students explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.

Health Information, Products and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

B1
Validity of Resources
1. Students analyze the validity of health information, products, and services.
B2
Locating Health Resources
1. Students locate valid and reliable health information, products, and services.
  a.
  Explain situations requiring the use of valid and reliable health information, products, and services.
  b.
  Locate valid and reliable health information.
  c.
  Locate valid and reliable health products, and services.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

C1
Healthy Practices and Behaviors
1. Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention.
C2
Avoiding/Reducing Health Risks
1. Students demonstrate behaviors to avoid or reduce health risks to self and others.
  a.
  Demonstrate ways to recognize, avoid, or change situations that threaten the safety of self and others.
  b.
  Develop injury prevention and response strategies including first aid for personal and family health.
C3
Self-Management
1. Students distinguish between healthy and unhealthy strategies for stress, anger, and grief management.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

D1
Influences on Health Practices/Behaviors
1. Students explain and analyze influences on adolescent health behaviors.
  a.
  Examine how the family, school, and community influence the health behaviors of adolescents.
  b.
  Describe how peers influence healthy and unhealthy behaviors.
  c.
  Analyze how messages from media influence health behaviors.
  d.
  Explain how the perceptions of norms influence healthy and unhealthy behaviors.
  e.
  Explain how culture and personal values and beliefs influence individual health behaviors.
D2
Technology and Health
1. Students analyze the influence of technology, including medical technology, on personal and family health.
D3
Compound Effect of Risk Behavior
1. Students describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
  a.
  Describe how gateway drugs can lead to the use of other drugs.
  b.
  Describe the influence of alcohol and other drug use on judgment and self-control.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

E1
Interpersonal Communication Skills
1. Students apply effective verbal and nonverbal interpersonal communication skills to enhance health.
  a.
  Demonstrate communication skills to build and maintain healthy relationships.
  b.
  Demonstrate effective communication skills including asking for assistance to enhance the health of self and others.
  c.
  Demonstrate refusal and negotiation skills to avoid or reduce health risks.
  d.
  Demonstrate effective conflict management or conflict resolution strategies.
E2
Advocacy Skills
1. Students describe ways to influence and support others in making positive health choices.
  a.
  Develop a health-enhancing position on a topic and support it with information.
  b.
  Develop health-enhancing messages using communication techniques that target a specific audience.
  c.
  Demonstrate an ability to work cooperatively as an advocate for healthy individuals, families, and schools.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

F1
Decision-Making
1. Students apply decision-making skills to enhance health.
  a.
  Determine when health-related situations require the application of a thoughtful decision-making process.
  b.
  Determine when individual or collaborative decision-making is appropriate.
  c.
  Distinguish between healthy and unhealthy alternatives to health-related issues or problems and predict the potential short-term impact of alternative decisions for themselves and others.
  d.
  Choose healthy alternatives over unhealthy alternatives when making a decision.
  e.
  Analyze the outcomes of a health-related decision.
F2
Goal-Setting
1. Students develop and apply strategies to attain a short-term personal health goal.
  a.
  Assess personal health practices.
  b.
  Develop a short-term goal to adopt, maintain, or improve a personal health practice.
  c.
  Develop and apply strategies and monitor progress toward a personal health goal.
  d.
  Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

G1
Stability and Force
1. Students change their motion and the motion of objects by applying the principles of stability and force during skill practice.
  a.
  Demonstrate the principle of opposition.
  b.
  Demonstrate how the point of contact changes the path of an object.
  c.
  Demonstrate how the point of release changes the path of an object.
  d.
  Demonstrate lifts and actions that decrease risk for injury.
G2
Movement Skills
1. Students demonstrate motor skills and manipulative skills during drills or modified games/physical activities.
  a.
  Demonstrate correct technique for motor skills and manipulative skills during drills or modified games/physical activities.
  b.
  Combine manipulative skills with motor skills during drills or modified games/physical activities.
G3
Skill-Related Fitness Components
1. Students describe the following skill-related fitness components: balance, coordination, agility, speed, and power.
G4
Skill Improvement
1. Students explain how specific, positive, and correct feedback affect skill improvement.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

H1
Fitness Assessment
1. Students participate in a health-related fitness assessment that addresses a variety of health-related fitness components to establish personal fitness goals.
H2
Health-Related Fitness Plan
1. Students design a fitness program from established goals which addresses the five health-related fitness components and applies the frequency, intensity, time, and type (FITT) guidelines.
H3
Fitness Activity
1. Students participate in physical activities that address personal fitness goals for the health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition.
H4
Physical Activity Benefits
1. Students describe physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

I1
Cooperative Skills
1. Students demonstrate cooperative and inclusive skills while participating in physical activities.
  a.
  Work together as a team.
  b.
  Respond appropriately to peer pressure.
  c.
  Manage conflict.
  d.
  Engage peers respectfully in activities.
I2
Responsible Behavior
1. Students demonstrate responsible personal behaviors while participating in physical activities.
I3
Safety Rules and Rules of Play
1. Students describe game/physical activity rules and safety rules and their purposes.
  a.
  Explain the purposes for modifying playing rules in specified situations.
  b.
  Explain the safety rules and possible risks associated with specific games/physical activities.

Frequently asked questions

What grade levels do these standards cover?: Grade 6, Grade 7, and Grade 8
When were these standards adopted?: 2007
Where can I read the official document?: Health Education and Physical Education Learning Results: Parameters for Essential Instruction

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