sept 23 2013 powerpoint ehe300

7/29/2019 Sept 23 2013 Powerpoint EHE300

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EHE 300September 23, 2013

We cant solve problems by usingthe same kind of thinking we used

when we created them.

(Albert Einstein)


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Brainstorm

In partners or 3s, brainstorm a top ten

list of words/phrases/images that

represent wellness to you.
https://intranet.amgh.ca/data/1/rec_imgs/288_Wellness%20Logo.jpg?refresh=752http://greenovergrey.com/green-wall-benefits/images/15-health-wellness1.jpg


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Questions for Deeper Understanding

What does it really mean to be well?Discuss this with partner(s) and

together, write a definition of wellness.

Be prepared to share it with the class.

Something to consider is this definition

going to be different from your definition ofhealth?


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Questions for Deeper Understanding

Whose responsibility is it for wellness?

Whose wellness are you responsible for?

Another question?


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From Our Provincial Wellness

10 Curriculum

Wellness is a state of optimal well-being

that broadens, extends, and reaches

beyond the traditional ideas of fitness and

health. It is a way of doing a way of being,

and a way of becoming a predisposition to

adopt and embrace key principles in ones

life that lead to high levels of well-being andlife satisfaction.


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From Our Provincial Wellness

10 Curriculum

Wellness can be def ined asa state

[rather than a trai t ] of being in which a

persons awareness, understand ing ,

and act ive decis ion making capaci ty

are al igned w ith a set of values and

aspirat ions.(Goss, Cuddihy, & Brymeh, 2009)


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Health Education

Required Area of Study (Grades 1-9)

Grades 1- 6 ~ 80 minutes/week/year Grades 7-9 ~ 100 minutes/week/year

One credit of W10, PE 20, 30

Life Transitions Elective

(Core Curriculum: Principles, Time Allocations, and Credit Policy, 2009)


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Overview of K-12Health Education/Physical Education

Elementary Level

(grades 1-5)

Required Area of

Study

Middle Level

(grades 6-9)

Required Area of

Study

Secondary Level

(grades 10-12)

Electives

Health Education

80 minutes/week

Health Education

80 min/wk (gr 6)

100 min/wk (gr 7-9)

Wellness 10

100 hours

Life Transitions 20

100 hours

Life Transitions 30 100

hours

Physical Education

150 minutes/week

Physical Education

150 minutes/week

Physical Education

20

100 hours

Physical Education 30

100 hours


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Wellness 10

Scan read the front end of the Curriculum

(pages 2-7, 13 -15).

Record and be prepared to share one

comment/learning and one question you

have about Wellness 10.


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Wellness Inventory

Discuss the following with a partner and be

prepared to report back.

Would you use this with students? How?

What would you need/want to change?

Why?


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Dimensions of Wellness

Jigsaw in Groups of Five (2 min, 1 min, 5 min, 10 min)

Physical

Psychological

Social

Spiritual

Environmental

1. Think - Reflect on what you know about the

dimension and record a few of your thoughts.

2. Investigate - Experts

3. Share - Groups


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Balance Is Wellness: Wellness Is Balance

Balanced/Round Out-of-balance/Out-of-round

Out-of-balance/Out-of-round Aboriginal Medicine Wheel l


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What if ?


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Holistic Learning

Principle of interconnectedness; a student is

viewed as a whole person with body, mind,

heart, and spirit connections.


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Holistic Learning

Successful learners are not only

knowledgeable and productive but also

emotionally and physically healthy, motivated,civically engaged, prepared for work and

economic self-sufficiency, and ready for the

world beyond their own borders.

(Association of Supervision and Curriculum Development, 2008)


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What Makes People Healthy?

Canada's healthcare system ranks

among the finest in the world. However,

traditional healthcare by itself does not

take into account all of the factors which

influence our health.

We call these factors the"Determinants of Health".


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The Determinants of Health allow us

to understand and act upon all of

the elements which can affect ourwell-being. By developing programs

and policies which incorporate all of

the determinants, we can benefitevery member of our community.


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What determines how healthy

people are?

E.g., Income and Social

Status


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Are poor people less likely to

be healthy than rich people?

One Canadian study found that

men in the top 20 per centincome bracket live on average

six years longer than those in the

bottom 20 per cent. For women,

the difference was 3 years.


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Are poor people less likely to

be healthy than rich people?

According to a national study of poverty,

family stress, parenting, and neighbourhood

social capital, Canadian children living inpoverty are prone to exhibit hyperactivity and

inattention to a greater degree than more

advantaged children.


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Determinants of Health

(Hamilton and Bhatti, 1996)


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Who: Community

What: Income and Social Status

How: Strengthen Community Action

To address the determinant of health, Income

and Social Status, students might choose to

Strengthen Community Action by collectingused hockey equipment and distributing it to

young people who are unable to play hockey

due to the expense of the equipment.


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Who? What? How?

To address the determinant of health,

Physical Environment, students might choose

to Build Healthy Public Policy by working with

their health district, town council, andrecreation board to create a healthy food

policy at the hockey rink or recreation centre.

sept 23 2013 powerpoint ehe300

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