Through science, technology, business, and industry, we continue to gain a deeper understanding of disease related to genetics and the environment as well as a greater understanding of prevention and treatment options. In addition, single events occur that often influence health. The knowledge base in health therefore can change swiftly and is often informed by science, technology, business, and industry. The development of new knowledge and skills is often necessary for good health. Changes in behavior and capacities that are relatively enduring refer to development that occurs physically and psychologically.
Development is an interaction between learning and maturation, and is also cumulative in nature.
Much of health education has to do with the teaching of knowledge about physical changes as well as skills for the maintenance of the body. Physical education programs are specifically designed for the changes of the body throughout childhood and adolescence, in particular taking into consideration the skills that will be possible and the interests that children of different developmental periods have toward physical activities as related to maturation. Understanding of cognitive development is useful in teaching the concepts of health education in such a way as to best match with students' cognitive capabilities. Emotional and social development are integral to health education and awareness of these informs the teaching of health education in a way that is developmentally appropriate and addresses topics that coincide with the interests and concerns of students. Incorporate materials, teaching methods, and outcomes that are appropriate to the age, experience, background, and readiness of the students.