Key Element 1:

A student who meets this standard should be able to resolve conflicts responsibly.

INDICATORS

SAMPLE ACTIVITIES

Students ages 5-8 should be able to:

Demonstrate nonviolent strategies to resolve conflicts.

Use puppets in pairs to identify a conflict and show responses.

Differentiate between negative and positive responses to conflict situations.

Select picture cards or magazine cut-outs of different responses to conflict. Students will identify whether the responses are positive or negative.

Identify causes of conflict among children.

Draw or list as many causes of conflict that students can think of happening between children. Count the number that happen mostly at school and those that happen mostly at home.

Students ages 9-11 should be able to:

Differentiate between negative and positive behaviors used in conflict situations.

Brainstorm and list negative and positive solutions to a conflict suggested by the teacher. Share the list and discuss the reasons why a particular behavior is, or is not, appropriate.

Demonstrate nonviolent strategies to prevent or resolve conflicts.

Review nonviolent strategies useful in preventing or diffusing conflict, and then have students act as monitors on the playground or in the cafeteria, intervening in conflicts and proposing nonviolent resolutions (e.g., work on the problem together, share the sandwich, tell an adult).

Identify causes and consequences of conflict among youth in schools and communities.

Observe conflicts during one recess on the playground. In pairs, students will recreate the causes and consequences of what they saw, identifying negative and positive resolutions to conflicts. Modify the scenarios to reflect more positive outcomes where necessary.

Plan strategies to resist pressures both from self and others.

Discuss the types of peer pressure experienced during adolescence. Select appropriate measures to handle the pressures and evaluate the processes used in handling the problem.

Students ages 12-14 should be able to:

Describe how the behavior of family and peers affects interpersonal communication.

Role-play particular behavior traits, such as pressuring, bullying, peace-making and being passive. Observers will record and explain how the behaviors affected communication.

Recognize the influence of peer pressure by identifying positive and negative peer influences.

Identify incidents in sports and physical activities, in and out of class, that make a student feel good and those that make a student feel bad. Through class discussion, describe what was learned about creating positive experiences for self and others in sports and physical activities.

Describe the effects (e.g., economic losses, threats to personal safety) of conflict and violence upon the health of individuals, families, and communities.

Review a news article about violence or conflict and describe in writing at least three effects of the conflicts on the health of the individual, families, or community.

Recognize conflict situations and apply conflict resolution and mediation strategies.

Practice solving different types of conflicts (e.g., between parent and child, teacher and students, consumer and salesperson) using effective communication and conflict mediation.

Students ages 15-18 should be able to:

Compare and contrast strategies to prevent conflict and resolve differences.

Act out various strategies to deal with personal situations, such as being lied to by a friend, being inappropriately touched, or refusing to go to a bar on a date.

Demonstrate mature personal control by acting as a neutralizer in avoiding conflict or as a mediator in settling conflict.

Discuss common communication problems and conflicts which occur during team play. In small groups, develop strategies to solve problems and conflicts during activities. Share the strategies with the class, use during play, and evaluate their level of helpfulness.

Demonstrate refusal, negotiation, and collaboration skills to avoid or resolve potentially harmful situations.

Create a youth court to review actual conflicts in students’ surroundings.

Key Element 2:

A student who meets this standard should be able to communicate effectively within relationships.

INDICATORS

SAMPLE ACTIVITIES

Students ages 5-8 should be able to:

Recognize passive, aggressive, and assertive communication.

Act out with puppets the three approaches — passive, aggressive, and assertive — in communicating a want or need to a friend. Discuss comfort levels, effectiveness, and consequences of each style of communication.

Distinguish between verbal and nonverbal communication.

Tell each other, without verbalizing, how to draw a certain animal, build a Lego tower, or tie a pair of shoes.

Recognize physical activity as a vehicle for self-expression.

Select a favorite warm-up exercise to teach to the class.

Students ages 9-11 should be able to:

Use effective communication skills in the classroom and in simulated social situations.

Use attentive listening skills with a partner to follow directions regarding the duplication of a graphic and a design using math manipulatives. Critique the results and determine how to improve the communication techniques used in each.

Discuss and respond thoughtfully to others by exhibiting attentive listening skills.

Develop a weekly social-skills calendar and discuss behaviors that demonstrate each skill. Observe and evaluate the use of the skill during regular classroom activity.

Identify refusal skills and situations in which they should be used.

Define peer pressure and how it is used by friends to influence others’ behaviors. Identify specific strategies such as laughing, name calling, or peer acceptance. Share situations where giving in to peer pressure reflected poor judgment. Review the five refusal steps and reflect on the possible results of making a different decision.

Identify an adult to talk with when encountering confusing or difficult situations.

Create a list of health helpers in the home, school, and community. Star those that appear easiest to talk with and identify the reasons why those people were selected.

Students ages 12-14 should be able to:

Demonstrate refusal, negotiation, and collaboration skills needed to avoid potentially harmful situations.

Sit in a circle with one student in the center. The teacher provides a situation involving peer pressure, and the "hot seat" student responds quickly. The other students discuss whether they agree or disagree. Each student has a chance in the hot seat.

Evaluate ideas and perspectives regarding the influence of friendships, peers, and acquaintances on choices and behaviors during adolescence.

Problem solve the following scenario: The City Council is considering whether or not the mall should be allowed to have a no-smoking policy. Class members will represent different viewpoints including an individual with asthma, a smoker, a restaurant owner, the County Health Department, the tobacco industry, and representatives from the American Lung Association, American Heart Association, etc. Conclude how public health agencies and community input can promote and protect health. Make a decision based on the arguments and perspectives presented. Analyze and evaluate the results of the solution considering ethical and societal responsibilities.

Evaluate the importance of effective listening skills in building and maintaining friendships.

Write examples on index cards noting how and when each person in the classroom demonstrated good listening. Students place the comment cards in lunch bags marked with classmates’ names. When all students have written and distributed their cards, individuals can pick up their bags and review their peers’ comments about good listening.

Students ages 15-18 should be able to:

Demonstrate skills for communicating effectively with family, peers, and others in a variety of situations.

Using a world map, students will identify where they were born and raised. Identify five ways that one’s own family communicates effectively. Consider how cultural or ethnic background influences communication styles. Compare and contrast to determine communication strategies that are similar and different among students’ families.

Analyze how interpersonal communication affects relationships.

Build a tower of 10 Lego blocks that no one else initially sees. Standing back to back with a partner who cannot see the first tower, talk him or her through building a matching tower from another set of the same 10 blocks. Discuss the importance of clear communication, patience, and a sense of humor.

Evaluate the challenges of positively modeling communications for younger children.

Select someone in the community who serves as a positive role model. Identify the person’s qualities that people respect. Relate those to one’s own qualities and identify an area to improve.

Analyze the affects of culture, gender, age, and disability on communicating effectively.

Invite a sign language instructor to teach the class to sign a song (e.g., the school or class song) or a familiar poem. Compare verbal versus nonverbal interpretation of the piece. Note how people in the group are relating to each other.

Key Element 3:

A student who meets this standard should be able to evaluate how similarities and differences among individuals contribute to relationships.

INDICATORS

SAMPLE ACTIVITIES

Students ages 5-8 should be able to:

Describe unique characteristics of self and others.

Print and compare fingerprints to see that no two patterns are exactly the same.

Recognize the attributes that individuals can bring to group activities (e.g., cultural, ethnic).

Create a game in which a person with a physical disability would be able to compete equally with others. Describe the challenges encountered while participating in the game.

Students ages 9-11 should be able to:

Identify and discuss the effects of human actions toward people with different abilities.

Read a story about an individual in a social situation (e.g., Molly’s Pilgrim, Amazing Grace, The Best Present, Number the Stars), then describe feelings that one might have in that situation and actions that would be helpful.

Demonstrate method for effectively addressing interpersonal differences (e.g., avoidance, compromise, cooperation).

Use "Short Fuse/Long Fuse" activity. Make a three-color ball of yarn by tying together three-foot strips of red, yellow and green yarn. Red = short fuse or harmful way to resolve conflicts; yellow = cool-off period or strategy to cool down; green = healthy resolution to conflict. Have students pass the ball of yarn around a circle, wrapping yarn around a finger and naming a color-coded response to conflict. When the web is complete, ask students to notice that people to whom they are connected have different styles of resolving conflict.

Acknowledge and support physical and performance limitations of self and others.

Choose a physically challenging situation and complete a list of modifications necessary for successful participation. Present findings to the class.

Students ages 12-14 should be able to:

Develop strategies for including persons of diverse backgrounds and characteristics in physical activities selected for leisure pursuits.

Adapt a game (e.g., rules, equipment, vocabulary) for a group member with special needs.

Use physical activity as a means of self-expression, and enjoy interaction with friends and family members.

Create a physical activity calendar for one month and encourage family members to participate on activity days.

Students ages 15-18 should be able to:

Propose solutions to reduce the barriers that prevent individuals from leading healthy, productive lives.

Identify social and environmental barriers in school and public places. Develop strategies to address the problem and include them in a report to the principal or a letter to the editor.

Exchange information, questions, and ideas while recognizing the perspectives of others.

Demonstrate through simulation the communication skills (e.g., listening, not interrupting, clarifying, restating) needed to foster healthy relationships with peers, adults, and members of the community. Anticipate the impact of the message and consider its effect on the individual and others.

Key Element 4:

A student who meets this standard should understand how respect for the rights of self and others contributes to relationships.

INDICATORS

SAMPLE ACTIVITIES

Students ages 5-8 should be able to:

Participate in activities which promote a sense of belonging with self and others.

Draw a picture of oneself feeling good as part of a team, group, or organization.

Identify the contributions of respect, rules, communication, and cooperation to the effective function of groups.

Play two or three different group games (e.g., parachute play). Discuss how respect, rules, communication, and cooperation made the games successful. Explore what would happen without respect, rules, communication, and cooperation.

Work cooperatively and productively with a partner or small group to achieve group goals.

Working independently or in groups, participate in skill training stations such as gymnastics, ball skills, and team sports.

Use safety principles and etiquette in activity situations, considering self and others.

Create in small groups a game using various equipment. Teach the game to other groups specifying safety rules and etiquette.

Students ages 9-11 should be able to:

Identify behaviors that are supportive and inclusive in physical activity settings.

Make a class list of behaviors that students consider supportive and inclusive (e.g., encouraging someone to participate who is shy or insecure about his or her ability, making a place in a game for everyone who wants to play). After a physical education class or recess, mark with a star those behaviors on the list that students observed and add any new ways they discovered to be supportive and inclusive.

Recognize and articulate the personal rights and responsibilities of individuals within groups (e.g., families, ball teams).

Define rights and responsibilities. In small groups, have students draw cards naming people and their roles (e.g., baseball player, dad with briefcase, airplane pilot, sibling) and explain the rights and responsibilities of the people on their cards to others in their group.

Describe characteristics needed to be a responsible friend.

Use literature studies (e.g., Molly the Brave and Me, Grandma’s Quilt, A Chair for My Mother), classroom discussions, and journal writings to study and form conclusions about friendships, their characteristics and responsibilities, and the skills needed to form and maintain them.

Students ages 12-14 should be able to:

Evaluate consequences of disrespectful and respectful behaviors toward others in relationships.

Design labels with phrases such as "be disrespectful to me" or "respect me." The labels should be positioned on the foreheads or backs of students in a small group in such a way that individuals can read the others’ labels but not their own. Present this group with a problem to solve. The rest of the class should observe the interactions and record the consequences of various behaviors displayed during the problem-solving activity. Discuss the dynamics observed, asking all students to reflect on how they would like to be treated.

Describe personal and group conduct, including ethical behavior, appropriate for engaging in physical activity.

View a video involving a game activity, then discuss the ethical and unethical behaviors demonstrated by the participants and the spectators.

Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.

Create and participate in the following situations and discuss their differences:

1. Play a game without officials or rules, then play the same game with officials and rules.
2. Play "new games" with an emphasis on cooperation, then play a very competitive game.
3. Participate in games of trust and discuss how they vary from the other games.

Students ages 15-18 should be able to:

Assess similarities and differences in people of various ages, gender, and abilities, and the cultural significance they contribute to various games, dances, and other physical activities.

Identify a country and its favorite sports. Compare the level of competition to professional sports in America. Write a paper delineating differences and similarities.

Identify and articulate how rules of behavior, fair play, and cooperation enhance the quality of participation in games and activities, and mental, emotional, and social health.

Play the "sit-down-on-each-others’-knees-in-a-circle" game. Discuss how the class felt during this activity and why fair play, cooperation, and rules were important for success.

Accept the responsibility for taking leaderships and follower roles, as appropriate, in order to accomplish group goals.

Devise a class community service project. Identify leaders for different tasks. Debrief the project, focusing on the necessity for leaders and followers in shifting roles to accomplish tasks.

Compare and contrast the relationship of individual rights and the health of the community.

Colonize a new planet without oxygen, which must be imported to support 500 residents. As a class, discuss the relationship of individual rights versus community rights. What rules will residents live by? Who decides?

Key Element 5:

A student who meets this standard should understand how attitude and behavior affect the well-being of self and others.

INDICATORS

SAMPLE ACTIVITIES

Students ages 5-8 should be able to:

Work independently and on task for short periods of time.

Select a task (e.g., reading, writing, exercising) and set goals to attend to the task for a given amount of time or to completion. Track different ways of meeting the goals and/or successes on a class chart.

Cooperate effectively with partners and small groups to accomplish an assigned task or achieve a goal.

Hand dribble or foot dribble a ball and maintain control while traveling in groups.

Students ages 9-11 should be able to:

Work cooperatively with a group to achieve group goals in cooperative as well as competitive settings.

Work together to discover the fastest way to pass an object from person to person, touching all individuals. After the activity, discuss the cooperation required for group success.

Develop and discuss a list of characteristics that help to develop and foster positive long-term relationships.

Write and read to students a fictitious letter seeking advice from "Dr. Resolve" for developing and maintain a long-term friendship. Have students respond with their own advice. Discuss the answers.

Students ages 12-14 should be able to:

Accept a responsible leadership role by modeling and encouraging others to demonstrate appropriate etiquette in physical activity settings.

Analyze ways individuals affect team play by identifying participation factors such as fair play, sportsmanship, etiquette, and team play.

Analyze the duties and responsibilities needed to be a contributing member of a social community.

Read The Giver. Working in small groups, students list the duties and responsibilities of a character who is contributing to the social community.

Students ages 15-18 should be able to:

Analyze health concerns that require individuals to work together.

Create a "health line," recording different health-related events in the life of someone students know. In small groups, review the health line, identifying and discussing health concerns best addressed with help from others. Relate back to the larger group the concerns that require collaboration and why.

Recognize that physical activity can provide opportunities for positive social interaction.

Participate in a Big Brother or Big Sister program with a peer. Teach the "little brother" or "sister" how to play or participate in a selected activity. Maintain a log and record feelings about teaching and sharing the activity with someone else. Note also the reaction of the little brother or sister.

Demonstrate when to lead and when to be supportive to accomplish group goals (e.g., active leader role, supportive follower role).

Practice a group initiative, such as the Human Knot, or similar activities described in Project Adventure or new-games literature. Then discuss the roles that different students assumed. Did the roles change from person to person? How did the assumption of roles influence the success or outcome of the activity?

Key Element 6:

A student who meets this standard should be able to assess the effects of culture, heritage, and tradition, on well-being.

INDICATORS

SAMPLE ACTIVITIES

Students ages 5-8 should be able to:

Describe how culture, heritage and traditions influence well- being of family.

Choose one month of the year and identify all the holidays, festivals, and other special events celebrated during that time by students in the class. Each student will illustrate one tradition or celebration in which he or she participates.

Describe the relationship of family preferences and culture to their food choices.

Invite a guest speaker to share or speak about foods from a different culture. Follow up with research and illustrations on particular food customs.

Students ages 9-11 should be able to:

Discuss cultural and historical context of at least one dance currently danced in the community.

Invite a guest artist to teach a dance common to the community. Demonstrate the dance at an assembly or parents’ tea.

Explore family traditions related to healing.

Interview a relative about family folklore related to home remedies and first aid. Create a class booklet about students’ family traditions.

Students ages 12-14 should be able to:

Research a school or community health issue or concern resulting from the influence of culture, media, technology and other factors (e.g., body piercing, tattoos, unprotected sex, milk mustache ads, dipping snuff).

Select a health topic of interest or concern in the local community and review it using the Internet at the national level. Compare and contrast differences and similarities by consulting statistics and other information, and considering community reaction and involvement, as well as consequences.

Describe the effects of societal and cultural patterns on parenting roles.

Using a two-column format, identify the roles of parents (e.g., providing love, nurturing growth and development) in the first column. In the second column, identify the influences on those roles (e.g., culture, media, society, economics).

Students ages 15-18 should be able to:

Evaluate short-term and long-term effects of cultural diversity on peer and family well-being.

Select a common food item that reflects a local culture. Interview people to determine why they eat the food and what they see as the consequences of that decision. List and compare the benefits and costs in individual food choices (e.g., tastes good but has high fat content).

Analyze how cultural diversity enriches and challenges health behaviors; evaluate the influence of social and cultural forces on responsible health behavior.

Prepare a written report or time line describing or illustrating the role of dance or physical activity in at least two different time periods or cultures. Include social, historical, political, and cultural descriptions with each dance or physical activity represented. Analyze and evaluate the relationship of dance or other physical activity to the development of culture.