MTTC Health and Physical Education (112/113) cheat sheet

The National Health Education Standards describe health literacy through eight standards: functional health knowledge; analyzing influences; accessing valid information; interpersonal communication; decision-making; goal-setting; practicing health-promoting behaviors; and advocacy.

CDC's characteristics of effective health education: focuses on specific health behaviors, is theory-driven, addresses social pressures and norms, builds skills with practice, allows enough time, and involves families and communities.

Transtheoretical model stages: precontemplation (no intention), contemplation (intention within 6 months), preparation (planning within 30 days), action (behavior change for <6 months), maintenance (≥6 months); match strategies to stage.

Health Belief Model: behavior change is more likely when perceived susceptibility and severity are high, benefits outweigh barriers, cues to action are present, and self-efficacy is sufficient.

Social Cognitive Theory: reciprocal determinism links person, behavior, and environment; observational learning, self-efficacy, and outcome expectations are key mechanisms; mastery experiences build self-efficacy.

Wellness includes physical, emotional, social, intellectual, spiritual, occupational, and environmental dimensions; health is a continuum, not merely absence of disease.

Energy values: carbohydrate 4 kcal/g, protein 4 kcal/g, fat 9 kcal/g, alcohol 7 kcal/g; MyPlate fills half the plate with fruits and vegetables and emphasizes variety, whole grains, lean protein, and low-fat dairy.

Chain of infection: infectious agent → reservoir → portal of exit → mode of transmission → portal of entry → susceptible host; hand hygiene, vaccination, vector control, and food safety break specific links.

Emergency decision rules: severe bleeding-direct pressure; suspected spinal injury-do not move unless in danger; adult CPR-100–120 compressions/min, at least 2 inches deep; anaphylaxis-epinephrine auto-injector and call emergency services.

Health-related fitness: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition; skill-related fitness: agility, balance, coordination, power, reaction time, and speed.

FITT-VP: frequency, intensity, time, type, volume, progression; general adult target: 150–300 minutes/week moderate or 75–150 minutes/week vigorous aerobic activity plus muscle strengthening ≥2 days/week.

Youth activity guideline: ≥60 minutes/day of moderate-to-vigorous physical activity, with vigorous activity and muscle/bone strengthening ≥3 days/week; recess and PE can contribute.

In PE, students should be in MVPA for ≥50% of lesson time; measure with heart-rate monitors, pedometers, or systematic observation such as SOFIT.

SHAPE America National Standards: (1) motor skills and movement patterns; (2) movement concepts; (3) physical activity participation; (4) fitness; (5) responsible personal and social behavior.

Motor development sequence: reflexive → rudimentary → fundamental movement → specialized sport skills; fundamental skills include locomotor, nonlocomotor/stability, and manipulative categories.

Motor learning stages: cognitive (task understanding), associative (refining), autonomous (automatic); practice can be massed or distributed, blocked or random; random practice tends to improve retention and transfer.

Biomechanics: stability increases with a wider base of support and lower center of gravity; levers are first, second, or third class; force summation uses sequential proximal-to-distal segment actions.

Adapted PE: IDEA requires a least restrictive environment and, when needed, specially designed instruction in PE documented in the IEP; modifications may target equipment, rules, environment, or instruction.