Praxis Health & PE 5857 key terms

The ability to find, understand, judge, and use health information and services to make good decisions about one's own health and the health of others. It includes reading, numeracy, and communication skills.

Eight standards describing what students should know and be able to do in health education, covering concepts, analyzing influences, accessing information, communication, decision making, goal setting, health practices, and advocacy.

Speaking up and taking action to protect or improve one's own health or the health of a community, such as asking for help or requesting a health service. It is the eighth National Health Education Standard.

A theory holding that people take health action when they perceive a threat is serious, feel personally vulnerable, believe the action helps, and see few barriers. A cue to action and self-efficacy also matter.

A behavior-change framework describing movement through stages: precontemplation, contemplation, preparation, action, and maintenance. Relapse can occur, and strategies should match a person's current stage.

A person's confidence that he or she can successfully perform a specific behavior or task. Higher self-efficacy makes it more likely a person will attempt and persist at a healthy behavior.

A theory stating that behavior results from continuous interaction among personal factors, behavior, and environment. Observing others, reinforcement, and confidence shape what people learn and do.

The five components of fitness linked to good health: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. These are the focus of school fitness education.

Components of fitness that support athletic performance: agility, balance, coordination, power, reaction time, and speed. These are distinct from the health-related components.

A formula for designing exercise programs: frequency, intensity, time, and type. Adjusting these variables allows teachers to set appropriate overload and progression for each student.

Gradually increasing the demand placed on the body during training so that fitness improves without causing injury. Increases can come through more frequency, intensity, time, or resistance.

Training effects are specific to the type of activity performed. To improve a particular fitness component or skill, practice and training must target that component or skill directly.

A range of heart rates, usually a percentage of estimated maximum heart rate, that indicates exercise intense enough to improve cardiorespiratory fitness. Maximum rate is often estimated as 220 minus age.

The ability of the heart, blood vessels, and lungs to supply oxygen during sustained physical activity. It is improved by continuous aerobic exercise and is a key health-related fitness component.

The maximum amount of force a muscle or muscle group can produce in a single effort. It is developed with higher resistance and lower repetitions.

The ability of a muscle or muscle group to perform repeated contractions or hold a contraction over time. It is developed with moderate resistance and higher repetitions.

The range of motion available at a joint or group of joints. It is improved through regular stretching and is a health-related fitness component.

The relative proportions of fat and lean tissue in the body. It is a health-related fitness component and is often estimated in schools with skinfold measures or BMI screening.

Body mass index, a ratio of weight to height used as a screening indicator of weight status for populations. It does not directly measure body fat and should not be used to diagnose an individual.

The ability to change direction quickly while maintaining control and balance. It is a skill-related fitness component trained with drills such as cone shuttles and zigzag runs.

The ability to keep the body's center of gravity over its base of support, whether standing still or moving. It is a skill-related fitness component and a foundation for many movement skills.

The ability to use the senses together with body parts to perform movements smoothly and accurately. It is a skill-related fitness component important for catching, striking, and dribbling.

Basic movement patterns such as running, jumping, throwing, catching, kicking, and striking that underlie more complex sport skills. Children need practice to develop these before advanced skills.

Movement that travels the body from one place to another, such as walking, running, hopping, skipping, and galloping. These are typically taught in the early elementary years.

Movement performed in place without traveling, such as bending, twisting, swaying, pushing, and stretching. These patterns build body awareness and control.

A movement involving handling or controlling an object, such as throwing, catching, kicking, dribbling, or striking. These skills are central to games and sport units.

Stretching performed through controlled, moving actions that take joints through their range of motion, such as leg swings. It is commonly used as part of a warm-up.

Holding a stretch in a still position for a period of time. It is generally most effective for improving flexibility when done after activity rather than as a pre-activity warm-up.

A research-based physical education and physical activity program that provides lesson plans and teaching strategies to maximize activity time and student engagement.

Moderate to vigorous physical activity, meaning activity intense enough to raise heart and breathing rates. A common program goal is for students to spend at least half of class time in MVPA.

The routines, rules, signals, and equipment organization a teacher uses to keep students safe, on task, and active. Strong management increases activity time and reduces off-task behavior.

Ongoing checks of student learning during instruction, such as observation checklists, peer feedback, or exit tickets, used to adjust teaching rather than to assign a final grade.

Evaluation of student learning at the end of a unit or period, such as a skills test, written exam, or fitness test, used to measure achievement against standards.

A standardized measure of one or more fitness components, such as a mile run, curl-up test, or sit-and-reach. Results are used to set goals and monitor progress.

An illness caused by a pathogen such as a bacterium, virus, fungus, or parasite that can be spread between people or from the environment. Prevention includes handwashing and vaccination.

A disease that can be transmitted from one person, animal, or surface to another. Examples include influenza and strep throat. Hand hygiene and covering coughs reduce spread.

The process of making a person immune to a disease, usually by vaccination, which prompts the body to build defenses before exposure. It is a key public health prevention strategy.

The standardized panel on packaged food that lists serving size, calories, and key nutrients. It helps students compare foods and make informed choices.

A visual nutrition guide showing the five food groups-fruits, vegetables, grains, protein, and dairy-as portions of a plate. It encourages balanced meals and appropriate proportions.

Freely and clearly agreeing to participate in an activity, including sexual activity. Valid consent must be voluntary, informed, and can be withdrawn at any time.

The ability to say no to unsafe or unwanted offers, such as alcohol, tobacco, or risky situations, using clear statements, body language, and alternatives. It is a core health education skill.