PRAXIS 5857 · COURSE
Praxis 5857 Health and Physical Education: Content Knowledge course
25 guided lessons across 5 sections. Read the first chapter free — no account needed.
FREE CHAPTER
Health Behavior Theories and Decision Making
Health Education as a Discipline starts with WHY people change (or don't change) their behavior. Know the major theories by their key words.
Key words
- Stages of change
- A model describing five stages people move through when changing a behavior. — e.g. A student is in preparation when he buys running shoes and plans to start next week.
- Health Belief Model
- A theory that people act based on perceived risk, severity, benefits, barriers, cues, and self-efficacy. — e.g. A teen gets vaccinated after learning the flu can be serious and the shot is free at school.
- Self-efficacy
- Belief in one's ability to successfully carry out a behavior. — e.g. A student believes she can refuse a cigarette at a party.
- Observational learning
- Learning by watching others (modeling). — e.g. A child starts wearing a bike helmet after seeing older siblings do it.
- Character education
- Teaching core values such as respect, responsibility, and honesty. — e.g. A unit on responsibility linked to keeping commitments.
STAGES OF CHANGE (TRANSTHEORETICAL MODEL)
Precontemplation (not thinking about changing), contemplation (thinking about it in the next 6 months), preparation (planning soon, taking small steps), action (changed recently, under 6 months), maintenance (kept it up 6+ months). Match the strategy to the stage: give information in precontemplation; help make a plan in preparation; prevent relapse in maintenance.
HEALTH BELIEF MODEL
People act when they believe they are at risk (perceived susceptibility), the problem is serious (perceived severity), action helps (perceived benefits), the barriers are manageable (perceived barriers), they get a reminder (cue to action), and they feel able to do it (self-efficacy).
SOCIAL COGNITIVE THEORY (BANDURA)
Behavior, personal factors, and environment influence each other. People learn by watching others (observational learning or modeling). Self-efficacy, the belief you can do it, is a key driver.
THEORY OF PLANNED BEHAVIOR
Intention drives behavior. Intention comes from attitudes, subjective norms (what important people think), and perceived behavioral control.
DECISION-MAKING MODELS
A common model: state the situation, list options, weigh the possible outcomes (healthy? legal? respects others and family values?), decide, act, and evaluate. Teach students to practice the steps with real scenarios.
CHARACTER EDUCATION
Teaching core values such as respect, responsibility, honesty, caring, fairness, and citizenship, and connecting them to health choices.
Remember this
- Stages of change: precontemplation, contemplation, preparation, action, maintenance.
- Health Belief Model: susceptibility, severity, benefits, barriers, cues, self-efficacy.
- Social Cognitive Theory: modeling and self-efficacy.
- Decision making: options, outcomes, decide, act, evaluate.
Stages of change: 'Please Consider Preparing An Action Map': Precontemplation, Contemplation, Preparation, Action, Maintenance.
Every lesson in the course
I. Health Education as a Discipline/Health Instruction
20%- Health Behavior Theories and Decision MakingFree
- Health Data, School Health Programs, and Ethics
- Health Education Pedagogy
II. Health Education Content
25%- Communicable and Chronic Diseases
- Nutrition
- Body Systems, Fitness, and Personal Health
- Substance Use, Stress Management, and First Aid
- Healthy Relationships and Communication Skills
- Growth and Development Across the Life Span
- Human Sexuality and Reproductive Health
- Mental and Emotional Health, Abuse, and Violence Prevention
- Community Health, Environment, Consumer Health, and Advocacy
III. Content Knowledge and Student Growth and Development
17%- Anatomy, Exercise Physiology, and Fitness Principles
- Biomechanics and Movement Concepts
- Motor Development and Developmentally Appropriate PE
- History, Rules, Legal Liability, and Substance Abuse
IV. Management, Motivation, and Communication/Collaboration, Reflection, and Technology
22%- Class Management and Maximizing Activity Time
- Motivation and Psychological Factors
- Communication and Feedback
- Collaboration and Comprehensive School Physical Activity
- Reflection, Professional Growth, and Technology
V. Planning, Instruction, and Student Assessment
16%- Teaching Styles, Models, and Skill Progressions
- Fitness Instruction and Lesson Planning
- Safety and Injury Prevention
- Assessment in Physical Education