MTTC Health and Physical Education (112/113) key terms

The ability to find, understand, evaluate, and use health information and services to make informed decisions and take action for personal and community health.

Eight standards describing what students should know and be able to do in health education, organized around functional health knowledge and skills such as analyzing influences, accessing information, and advocacy.

A CDC model for school health that coordinates ten components-including health education, physical education, nutrition, counseling, and family engagement-around the whole child and the whole community.

A behavior theory holding that learning occurs through observation and modeling, and that personal factors, behavior, and environment interact; self-efficacy is central to whether a person attempts and sustains a health behavior.

A theory explaining health behavior through perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy; often used to design prevention messages and screening programs.

A model describing behavior change as movement through precontemplation, contemplation, preparation, action, maintenance, and termination, with interventions matched to the person's current stage.

A framework recognizing that health behavior is shaped by multiple levels-individual, interpersonal, organizational, community, and public policy-so effective programs address more than individual choice.

Conditions that increase or decrease the likelihood of unhealthy behavior or outcomes; health education aims to reduce risks such as access to substances and strengthen protections such as connectedness and adult support.

Communication and behavioral strategies-such as saying no clearly, suggesting alternatives, and leaving risky situations-that help students resist pressure to use substances or engage in unsafe behavior.

A goal-setting format requiring goals to be specific, measurable, achievable, relevant, and time-bound, making health behavior plans concrete and easier to monitor.

Preventable differences in health status or access to care among groups defined by race, income, geography, disability, or other factors; often linked to social determinants of health.

The proportion of a population that has a condition at a given time (point prevalence) or during a period (period prevalence); unlike incidence, it counts existing cases, not new ones.

Indirect protection that occurs when a high proportion of a population is immune to an infectious disease, reducing transmission and protecting those who cannot be vaccinated.

A screening measure calculated from weight and height (kg/m²) that estimates weight status; it does not directly measure body fat and should be interpreted with age, sex, and other data.

The USDA's food guidance icon dividing a plate into fruits, vegetables, grains, protein foods, and dairy, used to teach balanced meals and portion proportions.

The ability to access, analyze, evaluate, and create media messages, including recognizing advertising techniques and bias in health and body-image content.

The legal obligation of teachers and other school personnel to report suspected child abuse or neglect to designated authorities, typically within a state-specified time frame.

The motivation, confidence, physical competence, knowledge, and understanding needed to value and take responsibility for physical activity throughout life, as defined by SHAPE America and other organizations.

Five standards stating that physically literate individuals demonstrate motor skills and movement patterns, apply concepts, achieve health-related fitness, exhibit responsible behavior, and value physical activity.

Basic movement patterns-locomotor, non-locomotor, and manipulative-that develop in childhood and serve as the foundation for more complex sport and activity skills.

Movement patterns that transport the body from one place to another, such as walking, running, jumping, hopping, skipping, sliding, and galloping.

Motor skills involving control of an object, such as throwing, catching, kicking, striking, dribbling, and volleying; also called object-control skills.

The five components associated with health: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition; used to plan fitness education and assess student fitness.

Components that support performance in sport and activity: agility, balance, coordination, power, reaction time, and speed; sometimes called performance-related fitness.

A framework for designing exercise programs by specifying Frequency, Intensity, Time, and Type of activity; it can be applied to cardio, strength, and flexibility training.

The training principle that the body adapts when workload is gradually increased beyond its current capacity; too much too soon raises injury risk.

A desired heart-rate range during aerobic exercise, often calculated from maximum heart rate (commonly estimated as 220 minus age) and a percentage range such as 64–76 percent for moderate intensity.

A self-reported measure of exercise intensity, often on a 6–20 or 0–10 scale, used when heart rate monitoring is impractical or to teach students to gauge effort.

An instructional model that begins with modified game play and tactical problems, then develops skills as students need them, emphasizing decision-making and game appreciation.

A physical education model that organizes a season of sport with persistent teams, roles such as captain and referee, formal competition, and a culminating event to build competence and affiliation.

Specially designed physical education instruction and modifications-such as equipment, rules, or environment changes-provided to students with disabilities so they can access the curriculum.

A planning approach that builds multiple means of engagement, representation, and action/expression into lessons so diverse learners, including students with disabilities, can succeed.

Assessment that asks students to perform realistic tasks in context, such as demonstrating a skill in game play or designing a fitness plan, often scored with a rubric.

A teaching principle of structuring lessons so all students are actively engaged with equipment and movement for as much of class time as possible, reducing lines and waiting.

A brief movement task students begin as soon as they enter the gym, designed to increase activity time, warm up, and establish routine while the teacher manages transitions.

Extrinsic feedback about the outcome of a movement (such as where a ball landed), which learners use to correct performance; distinct from knowledge of performance, which describes movement form.

The developmental trend in which control of movement progresses from the center of the body outward to the extremities, so gross proximal movements appear before fine distal ones.