West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044E - West Virginia College- and Career-Readiness Standards for Wellness Education (2520.5) › Section 126-44E-5 - Severability

Current through Register Vol. XLI, No. 28, July 12, 2024
5.1. If any
				provisions of this rule or the application thereof to any person or
				circumstances are held invalid, such invalidity shall not affect other
				provisions or applications of this rule.
Introduction
WVCCRS have been developed with the goal of preparing
				  students for a wide range of high-quality postsecondary opportunities.
				  Specifically, college- and career-readiness refers to the knowledge, skills and
				  dispositions needed to be successful in higher education and/or training that
				  lead to gainful employment. The WVCCRS establish a set of knowledge and skills
				  that all individuals need to transition into higher education or the workplace,
				  as both realms share many expectations. All students throughout their
				  educational experience, should develop a full understanding of the career
				  opportunities available, the education necessary to be successful in their
				  chosen pathway, and a plan to attain their goals.
WVCCRS for Wellness Education promote wellness concepts that
				  build the foundation for health literacy and an appreciation for lifelong
				  physical fitness. Students will learn to adopt healthy behaviors. This is a
				  life-long process of enhancing the components of health education (physical,
				  intellectual, emotional, social, spiritual and environmental), physical
				  education (movement forms, motor skill development and fitness) and physical
				  activity, an important factor in brain development and learning. The WVCCRS for
				  Wellness Education identify what students should know, understand, and be able
				  to do in practicing skills and behaviors that apply to healthy lifestyles.
				  College- and career-readiness is supported in wellness education as students
				  acquire and further develop self-responsibility, motivation, and excellence in
				  learning as well as life-long commitment to wellness.
Committees of educators from across the state convened to
				  revise the standards. The over arching goal was to build rigorous, relevant and
				  challenging wellness education programming that would prepare students for
				  college- and career-readiness. West Virginia educators and representatives from
				  higher education institutions played a key role in shaping the standards to
				  align with research and best practice in the field of wellness education. The
				  contribution of these professionals was critical in creating a policy that is
				  meaningful to classroom teachers and appears in a format that can easily be
				  used and understood.
Explanation of Terms
Domains
are the broad components that make up a
				  content area; e.g., health education and physical education make up wellness
				  education.
Health Education
- The goal of health education
				  is to provide students with the knowledge and skills needed to lead healthy
				  lifestyles; this is often referred to as health literacy. Health literacy is an
				  important measure of the effectiveness of health education and is critical to
				  ensuring that students have the ability to be healthy throughout their lives.
				  Health-literate people are able to address their own health needs along with
				  the needs of others. They are able to obtain and apply knowledge and skills to
				  enhance their own health and the health of others now and in the future as
				  their needs change throughout their lives.
Physical Education
- Physical education provides
				  students with planned, sequential, K-12 standards-based instruction designed to
				  develop motor skills, knowledge and behaviors for active living, physical
				  fitness, sportsmanship, self-efficacy, and emotional intelligence.
Clusters
are groups of standards that define the
				  expectations students must demonstrate to be college- and career-ready.
Standards
are the expectations for what students
				  should know, understand, and be able to do; standards represent educational
				  goals.
Wellness Education - Kindergarten -
				  5th
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Students in grades K-5 are introduced to wellness concepts that build the
				  foundation for health literacy and an appreciation for lifelong physical
				  fitness. It is critical that children learn to adopt healthy behaviors at an
				  early age, so they can develop sound habits before being faced with health
				  concerns later in life. This is a life-long process of enhancing the components
				  of health education (physical, intellectual, emotional, social, spiritual, and
				  environmental), physical education (movement forms, motor skill development and
				  fitness) and physical activity, an important factor in early brain development
				  and learning. The K-5 wellness content standards identify what students should
				  know, understand and be able to do in practicing skills and behaviors that
				  apply to healthy lifestyles. The goal of these standards is to promote
				  self-responsibility, motivation and excellence in learning as well as life-long
				  commitment to wellness. The following chart represents the components of health
				  and physical education that will be developed throughout grades K-5:
Health Education
Physical Education
Wellness Promotion and Disease
							 Prevention
Development of Movement Forms/Motor
							 Skills
* acquire basic wellness concepts and functional
							 wellness knowledge
* develop foundational movement forms and motor
							 skills
* establish a foundation to facilitate continued
							 motor skill acquisition
Wellness Information and Services
Physical Fitness
* identify valid wellness information and health
							 promoting products and services
* apply analysis and comparison of health resources
							 to develop health literacy
* develop knowledge of fitness principles,
* accept responsibility for personal fitness
* understand fundamentals of how to lead an active,
							 healthy lifestyle
* develop higher levels of basic fitness and physical
							 competence
* endeavor to improve components cardiorespiratory
							 endurance, muscular strength and endurance, flexibility, and body
							 composition
Wellness Behaviors
Responsible, Personal, and Social
							 Behaviors
* understand that wellness enhancing behaviors can
							 contribute to a positive quality of life
* understand many disease and injuries can be
							 prevented by reducing harmful and risk-taking behaviors
* accept personal responsibility for health
* identify and practice healthy behaviors
* understand that personal fitness is impacted by a
							 variety of positive and negative influences within society
* identify and understand the diverse internal and
							 external factors that influence wellness practices and behaviors
West Virginia Code and Policy
							 Requirements
*
In accordance with WV Code §
														18-2-7(a) in
							 grades K-5, not less than 30 minutes of physical education, including physical
							 exercise and age appropriate physical activities, for not less than three days
							 a week shall be provided. Schools that do not currently have the number of
							 certified physical education teachers or required physical setting may develop
							 alternate programs to enable current staff and physical settings to be used to
							 meet this requirement. Alternate programs shall be submitted to the WVDE for
							 approval.
*In accordance with Policy 2510 at least 50
							 percent of class time for physical education will be spent in moderate to
							 vigorous-intensity physical activity.
*
In accordance with WV Code §
														18-2-7(a),
							 the Fitness Gram shall be administered to all students in grades four through
							 eight and the required high school course.
FitnessGram- Begins in Grade 4
The FitnessGram test battery assesses health-related
							 fitness components: aerobic capacity, muscular strength and endurance,
							 flexibility and body composition. FitnessGram tests all students regardless of
							 age, gender, or ability. Students are encouraged to be self-aware of
							 health-related fitness and take responsibility by setting personal fitness
							 goals. When students focus on the process of doing their personal best, a more
							 positive lifelong impact is achieved. The
FitnessGram
is
							 composed of the following six fitness areas, with test options provided for
							 most areas:
Aerobic Capacity
* PACER (Progressive Aerobic Cardiovascular Endurance
							 Run)
* One-Mile Run
Upper Body Strength and Endurance*
* Push-Up
* Modified Pull-Up
* Flexed Arm Hang
Abdominal Strength and Endurance
* Curl-Up
Flexibility
* Trunk Lift
* Back-Saver Sit and Reach
* Shoulder Stretch
Body Composition
* Body Mass Index
* Bioelectric Impedance Analyzer
Wellness Education - Kindergarten
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Kindergarten health education standards focus on the development of social
				  skills, a basic understanding of personal health issues, injury prevention, and
				  the exploration of nutritious foods. Kindergarten physical education standards
				  focus on the development of motor skills, movement concepts, and physical
				  fitness which are critical to future learning.
Health Education
Cluster
Wellness Promotion and Disease
							 Prevention
WE.K.1
Identify and discuss the functions of sensory
							 organs.
WE.K.2
Identify proper personal hygiene skills (e.g.,
							 brushing teeth, hand washing).
WE.K.3
Identify healthy foods.
Cluster
Wellness Information and Services
WE.K.4
Identify healthcare/safety professionals (e.g.,
							 teachers, policemen, school nurses, dentists, doctors).
WE.K.5
Demonstrate when and how to call 9-1-1 emergency
							 services.
WE.K.6
Identify healthy and unhealthy household products and
							 recognize danger symbols (e.g., Mr.Yuck, skull and crossbones).
Cluster
Wellness Behaviors
WE.K.7
Identify proper clothing to wear for different
							 weather conditions and activities.
WE.K.8
Describe the function of safety equipment used during
							 play (e.g., helmets, knee pads, elbow pads).
WE.K.9
Demonstrate safety procedures (e.g., street crossing,
							 fire drills, transportation safety).
WE.K.10
Explain medication should be avoided without
							 supervised use.
WE.K.11
Identify unsafe actions that might lead to
							 injuries.
WE.K.12
Explain that all people, including children, have the
							 right to tell others not to touch their body.
WE.K.13
Identify adults to notify when uncomfortable with
							 certain touches.
WE.K.14
Recognize tobacco, alcohol, and other drugs as
							 harmful substances.
WE.K.15
Identify feelings and ways to deal with difficult
							 emotions.
WE.K.16
Recognize potentially harmful or dangerous situations
							 and explore appropriate refusal skills (e.g., meeting strangers, using harmful
							 substances).
Physical Education
Cluster
Development of Motor Skills/Movement
							 Forms
WE.K.17
Develop a beginning movement vocabulary for body and
							 spatial awareness (e.g., general/self-space, left, right, up, down, high,
							 low).
WE.K.18
Distinguish between personal space and general
							 space.
WE.K.19
Distinguish between and perform locomotor movements
							 of running, hopping, jumping, galloping, and sliding.
WE.K.20
Travel in straight, curved, and zigzag
							 pathways.
WE.K.21
Perform movements that promote cross lateral
							 development.
WE.K.22
Make wide, narrow, round, and twisted body
							 shapes.
WE.K.23
Move the body at high, medium, and low levels.
WE.K.24
Move to a variety of beats, tempos, and
							 rhythms.
WE.K.25
Transfer weight to balance on different body parts or
							 combinations of body parts (e.g., beginner gymnastics, yoga).
WE.K.26
Develop spatial awareness of an object or person
							 (e.g., beside, under, near, far).
Cluster
Physical Fitness
WE.K.27
Recognize body responses to physical activities
							 (e.g., increased heart rate, faster breathing, perspiration).
WE.K.28
Discuss the need for proper rest and exercise.
WE.K.29
Locate and identify a variety of body parts.
Cluster
Responsible, Personal, and Social
							 Behaviors
WE.K.30
Demonstrate appropriate interactions with others
							 (e.g., partners, small groups and large groups).
WE.K.31
Identify and participate in physical activities
							 outside of school that enhance health.
Wellness Education - Grade 1
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  First grade health education standards provide concrete concepts and
				  opportunities to practice and begin to master a variety of physical, social,
				  emotional, and cognitive skills to promote personal health and wellness,
				  prevent injuries, and develop lifetime interpersonal relationships and health
				  habits. First grade physical education standards continue to develop motor
				  skills, movement concepts, and physical fitness that will enable students to
				  learn to enjoy physical activity and enhance future participation in
				  recreational lifetime activities.
Health Education
Cluster
Wellness Promotion and Disease Prevention
WE.1.1
Identify ways germs enter the body and how to prevent
							 the spread of illnesses.
WE.1.2
Describe the effects of healthy and less healthy
							 foods on the body.
WE.1.3
Explain the need for medical checkups and other
							 health-care procedures (e.g., eye, dental exams).
Cluster
Wellness Information and Services
WE.1.4
Identify which "safety" helpers (e.g., police and
							 teachers) to contact for different problems.
WE.1.5
Demonstrate when and how to use 9-1-1 emergency
							 services.
WE.1.6
Classify household products (e.g., harmful,
							 safe).
Cluster
Wellness Behaviors
WE.1.7
Identify the proper safety equipment for different
							 activities (e.g., roller blading, bicycling, skateboarding, seat belts and
							 positioning when riding in a car).
WE.1.8
Discuss and follow safety rules (e.g., sharp objects,
							 bodily fluids, playground, water, electrical).
WE.1.9
Identify escape routes at home and school.
WE.1.10
Explain why medication should be avoided without
							 adult supervision.
WE.1.11
Recognize tobacco, alcohol, and other drugs as
							 harmful substances.
WE.1.12
Discuss how using televisions, computers, video games
							 and other technology can affect personal health.
WE.1.13
Identify a variety of feelings and demonstrate
							 healthy ways to act on feelings and stressful situations (e.g., coping
							 skills).
WE.1.14
Discuss appropriate refusal skills in potentially
							 harmful or dangerous situations (e.g., meeting strangers, using harmful
							 substances).
WE.1.15
Understand it is acceptable to tell parents and/or
							 other trusted adults when feeling uncomfortable about being touched.
Physical Education
Cluster
Development of Motor Skills/Movement Forms
WE.1.16
Develop a beginning movement vocabulary for body and
							 spatial awareness (e.g., general/self-space, zig-zag, curve, straight,
							 diagonal).
WE.1.17
Distinguish and perform locomotor movements of skip
							 and leap.
WE.1.18
Demonstrate directional movements of forward,
							 backward, sideways, up, down, left, and right.
WE.1.19
Balance an object on various body parts (e.g., ball
							 on hand, bean bag on foot).
WE.1.20
Bounce and catch a ball.
WE.1.21
Combine locomotor skills with pathways (e.g.,
							 straight, zigzag, and curved).
WE.1.22
Create expressive movement sequences to a variety of
							 beats, tempos, and rhythms.
WE.1.23
Recognize basic movement concepts of personal and
							 general space (e.g., directional movements of forward, backward, sideways, up
							 and down).
Cluster
Physical Fitness
WE.1.24
Recognize the body responses to physical activity
							 (e.g., increased heart/breathing rate, muscle fatigue, exhaustion
							 levels).
WE.1.25
Explain the importance of proper rest and
							 exercise.
WE.1.26
Identify and explore large muscle groups.
Cluster
Responsible, Personal and Social
							 Behaviors
WE.1.27
Describe and participate in appropriate physical
							 activities during recess and outside of school.
WE.1.28
Demonstrate appropriate interactions with others
							 (e.g., partners, small groups, and large groups).
Wellness Education - Grade 2
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Second grade health education standards actively engage students in practicing
				  and developing basic health behaviors and skills. Second grade physical
				  education standards continue to build on the development of motor skills,
				  movement concepts, and physical fitness from previous grades to enhance
				  enjoyment and proficiency.
Health Education
Cluster
Wellness Promotion and Disease Prevention
WE.2.1
Identify foods in each food group.
WE.2.2
Explain the importance of good dental care and
							 demonstrate good dental hygiene.
WE.2.3
Discuss how community agencies work to prevent and
							 control diseases.
WE.2.4
Describe how immunizations and medicines help fight
							 disease.
Cluster
Wellness Information and Services
WE.2.5
Explorebasic first aid.
WE.2.6
Demonstrate when and how to use 9-1-1 emergency
							 services.
WE.2.7
Identify symptoms of poisoning and how to get
							 help.
Cluster
Wellness Behaviors
WE.2.8
Demonstrate knowledge of appropriate safety skills
							 and equipment for recreational activities.
WE.2.9
Describe behaviors and habits which may be dangerous
							 at home, on the playground, or in the community.
WE.2.10
Demonstrate proper food handling techniques (e.g.,
							 washing apples, washing hands, using clean utensils).
WE.2.11
Describe the harmful effects of tobacco, alcohol, and
							 other drugs.
WE.2.12
Describe the importance of following directions for
							 taking medicine and only taking medication under adult supervision.
WE.2.13
Understand the influence digital and print media can
							 have on health behavior.
WE.2.14
Describe how to plan a healthy family meal.
WE.2.15
Practice positive communication skills (e.g., healthy
							 ways to express needs, wants, and feelings).
WE.2.16
Demonstrate how to respond appropriately when being
							 touched in an uncomfortable manner.
WE.2.17
Discuss possible risky situations in various
							 environments.
WE.2.18
Identify situations resulting in hurt feelings and
							 demonstrate appropriate coping skills.
Physical Education
Cluster
Development of Motor Skills/Movement
							 Forms
WE.2.19
Combine locomotor skills with pathways (e.g.,
							 straight, zigzag, and curved) and levels (e.g., high, medium, and low).
WE.2.20
Practice chasing, fleeing, and evading in a variety
							 of physical activities.
WE.2.21
Combine balance, transfer of weight, and rolling
							 movements in a repeatable sequence (e.g., beginner gymnastics, animal
							 movements, yoga).
WE.2.22
Perform dance sequences to a variety of beats,
							 tempos, and rhythms.
WE.2.23
Demonstrate directional movements of forward,
							 backward, sideways, up, down, left, and right.
WE.2.24
Kick, throw, catch, and strike an object from a
							 stationary position.
Cluster
Physical Fitness
WE.2.25
Identify and discuss the components associated with
							 health-related fitness (e.g., cardiovascular endurance, muscular strength and
							 endurance, flexibility and body composition) and participate in activities to
							 improve fitness.
WE.2.26
Locate and discuss large muscle groups.
Cluster
Responsible Personal and Social
							 Behaviors
WE.2.27
Follow rules, procedures, and safe practices
							 individually and when in a group.
WE.2.28
Participate in two physical activities that bring
							 personal enjoyment during recess or outside of the school environment.
Wellness Education - Grade 3
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Third grade health education standards will explore the effects of health
				  habits on wellness through decision making and problem-solving techniques.
				  Hands-on health activities provide experiences that are easily integrated with
				  other third grade subject matter. Third grade physical education standards
				  stress the application of motor skills, movement forms, and physical fitness
				  which will lead to enjoyment in more complex skills and activities. Social
				  skills and lifetime wellness principles promote continued participation in
				  regular physical activity.
Health Education
Cluster
Wellness Promotion and Disease Prevention
WE.3.1
Identify the major organs of the body systems.
WE.3.2
Explain the importance of preventing the spread of
							 germs, bacteria, and diseases.
WE.3.3
Demonstrate good dental hygiene and discuss potential
							 consequences of poor oral health.
WE.3.4
Identify the food groups and recognize food provides
							 energy and nutrients for growth and development.
Cluster
Wellness Information and Services
WE.3.5
Define and demonstrate basic first aid
							 procedures.
WE.3.6
Distinguish between situations that warrant
							 contacting emergency services and situations that do not.
Cluster
Wellness Behaviors
WE.3.7
Explain the importance of using appropriate
							 protective gear for self and others (e.g., helmets, goggles, sunscreen,
							 seatbelts and other safety protocols in various modes of transportation
							 including seat positioning).
WE.3.8
Discuss and practice personal responsibility for
							 hygiene.
WE.3.9
Demonstrate decision-making skills to avoid unhealthy
							 risk-taking behaviors (e.g., swimming alone, talking with strangers, taking
							 medicines without adult supervision).
WE.3.10
Model and practice ways to reduce stress (e.g., deep
							 breathing, mindfulness).
WE.3.11
Discuss appropriate and inappropriate uses of over
							 the counter (OTC) and prescription medication.
WE.3.12
Compare food choices based on nutritional value,
							 recommended portion, and serving size.
WE.3.13
Demonstrate appropriate refusal skills (e.g., clear
							 "no" statement, walk away, repeat refusal).
WE.3.14
Assess factors that contribute to achieving and
							 maintaining a healthy body (e.g., food choices, physical activity).
WE.3.15
Understand how overall health is affected by
							 different levels of passive technology use (e.g., minimal, moderate, or
							 excessive screen time, video games).
Physical Education
Cluster
Development of Motor Skills/Movement Form
WE.3.16
Throw an object in an underhand and overhand
							 method.
WE.3.17
Catch a moving object.
WE.3.18
Dribble a ball with hands from a stationary and a
							 moving position.
WE.3.19
Direct an object to a target (e.g., kick, roll,
							 throw, and strike).
WE.3.20
Jump to an established rhythm continuously.
WE.3.21
Perform simple sequences in time to music.
WE.3.22
Continuously strike an object (e.g., balloon with
							 hand, ball with foot).
WE.3.23
Demonstrate strategies for chasing, fleeing, and
							 evading.
Cluster
Physical Fitness
WE.3.24
Practice proper form when performing the following
							 muscular strength and endurance exercises (e.g., curl up, sit up, plank, push
							 up).
WE.3.25
Practice proper form when developing flexibility
							 (e.g., trunk lift, sit and reach, shoulder stretch).
WE.3.26
Practice proper pacing technique when running for
							 various periods of time or distance (e.g., sprint, jog, mile-run).
WE.3.27
Demonstrate a procedure for monitoring heart
							 rate.
WE.3.28
Distinguish between physical activities that are
							 moderate-to-vigorous in intensity.
WE.3.29
Identify personally enjoyable physical
							 activities.
WE.3.30
Explain the benefits of different kinds of fitness
							 (e.g., cardiovascular endurance, muscular strength and endurance, flexibility,
							 and body composition) and demonstrate exercises/activities for each.
WE.3.31
Explore the components of the F.I.T.T. Principle:
							 Frequency, Intensity, Time, and Type.
Cluster
Responsible Personal and Social
							 Behaviors
WE.3.33
Work cooperatively, productively, and safely with a
							 partner or small group.
WE.3.33
Use specific feedback to improve performance.
WE.3.34
Explain the importance of rules and etiquette in
							 physical activities.
Wellness Education - Grade 4
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Fourth grade health education standards focus on developing plans for wellness
				  behaviors, practice health-enhancing skills and become advocates for personal
				  health. Students will propose wellness strategies to develop independence,
				  self-motivation and critical thinking skills. Fourth grade physical education
				  standards focus on continued advancements of motor skills, movement concepts,
				  and physical fitness allowing for greater exploration of lifetime physical
				  activities. Fourth grade incorporates vigorous activity to enhance physical
				  development, social skills, and foster participation in enjoyable physical
				  activity outside the classroom.
Health Education
Cluster
Wellness Promotion and Disease Prevention
WE.4.1
Identify responsible health behaviors to avoid the
							 spread of contagious diseases.
WE.4.2
Describe the functions of the circulatory,
							 respiratory, nervous, endocrine systems of the human body.
WE.4.3
Describe the harmful effects of excessive sun
							 exposure and identify ways to reduce overexposure.
Cluster
Wellness Information and Services
WE.4.4
Identify specific community resources providing
							 health care, health information, and health enhancing activities.
WE.4.5
Explore how the media attempts to influence thoughts,
							 feelings, and health behaviors.
Cluster
Wellness Behaviors
WE.4.6
Develop and practice a personal hygiene plan.
WE.4.7
Recognize and accept individual differences in others
							 (e.g., skills, appearance, gender).
WE.4.8
Discuss the improper use and abuse of drugs.
WE.4.9
Examine food labels and nutritional value.
WE.4.10
Discuss examples for food advertising and influences
							 on personal health.
WE.4.11
Identify and discuss TV and other media programs
							 exemplifying healthy family relationships.
WE.4.12
Examine the consequences of not using appropriate
							 safety skills and equipment for recreational purposes.
WE.4.13
Plan a balanced meal using proper nutrition
							 guides.
WE.4.14
Define risk-taking behaviors and resulting
							 consequences.
WE.4.15
Explain the physical, social, and
							 emotional changes that occur during puberty and
							 adolescence.
Physical Education
Cluster
Development of Motor Skills/Movement Forms
WE.4.16
Demonstrate critical elements or components for the
							 kick, catch, throw, dribble with hands and feet, and jump/land.
WE.4.17
Strike, toss, and catch objects using short and
							 long-handled implements.
WE.4.18
Volley an object to self.
WE.4.19
Jump a single rope continuously using a variety of
							 jump skills.
WE.4.20
Apply strategies for chasing, fleeing, and evading in
							 a variety of activities.
WE.4.21
Perform rhythmic sequences using equipment.
WE.4.22
Dribble and kick an object while moving.
Cluster
Physical Fitness
WE.4.23
Demonstrate proper form when performing the following
							 muscular strength and endurance exercises (e.g., curl up, sit up, plank, push
							 up).
WE.4.24
Demonstrate proper form when developing flexibility
							 (e.g., trunk lift, sit and reach, shoulder stretch).
WE.4.25
Demonstrate proper pacing technique when running for
							 various periods of time or distance (e.g., sprint, jog, mile-run).
WE.4.26
Use fitness assessment results to identify personal
							 strengths and weaknesses and plan for personal improvement.
WE.4.27
Match various exercises to the appropriate fitness
							 components (e.g., push-up to upper body strength, curl up to abdominal
							 strength).
WE.4.28
Identify the components of the F.I.T.T. principle of
							 exercise: frequency, intensity, time, and type.
WE.4.29
Identify the characteristics of activities needed to
							 maintain health-related fitness.
Cluster
Responsible Personal and Social
							 Behaviors
WE.4.30
Work cooperatively, productively, and safely with a
							 partner or small group.
WE.4.31
Demonstrates the importance of rules and etiquette in
							 physical activities.
WE.4.32
Define fair play and provide examples of fair play in
							 a variety of activities.
WE.4.33
Identify examples of appropriate feedback.
Wellness Education - Grade 5
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Fifth grade health education standards focus on promoting positive behaviors as
				  societal norms, critically examining the influence of media, peers, and society
				  on individual decisions and actions. Students will explore the relationship of
				  varying growth and development patterns, self-acceptance, and the effects of
				  physical activity and nutrition on personal health, growth, and self-concept.
				  Students will examine non-use attitudes toward tobacco, alcohol and other
				  drugs. Fifth grade physical education standards encourage life-long wellness
				  habits and include the components of the F.I.T.T. principle, as well as health
				  and skill related fitness.
Health Education
Cluster
Wellness Promotion and Disease
							 Prevention
WE.5.1
Identify seven dimensions of total wellness (e.g.,
							 physical, emotional, social, intellectual, spiritual, environmental, and
							 occupational).
WE.5.2
Describe the importance of proper nutrition and
							 appropriate food choice.
WE.5.3
Recognize potentially dangerous situations (e.g.,
							 bullying, harassment, drug use, criminal activities) and know how to obtain
							 help.
WE.5.4
Identify environmental hazards (e.g., poisonous
							 plants, insect bites/stings, pollution).
WE.5.5
Describe precautions and reactions to extreme weather
							 conditions.
Cluster
Wellness Information and Service
WE.5.6
Describe how family, peers, community, and culture
							 influence and support personal health practices and behaviors.
WE.5.7
Identify legal and illegal drugs.
WE.5.8
Discuss ways that technology can have a positive and
							 negative influence on personal health.
WE.5.9
Discuss how media may influence future behaviors
							 (e.g., tobacco and alcohol use, violence, relationships).
Cluster
Wellness Behaviors
WE.5.10
Analyze and interpret nutritional value food
							 labels.
WE.5.11
Identify effective verbal and non-verbal
							 communication skills (e.g., body language, restating, listening).
WE.5.12
Demonstrate refusal skills to avoid risky behaviors
							 or situations (e.g., drug use, criminal activity, being alone with a stranger,
							 inappropriate digital communication).
WE.5.13
Demonstrate assertive responses when asking for help
							 in an emergency.
WE.5.14
Set a personal health goal, identify resources to
							 assist in achieving the goal, and track progress toward its achievement.
WE.5.15
Distinguish between safe, risky, or harmful
							 relationships and list strategies to reduce threatening situations (e.g., anger
							 management, positive peer-pressure).
WE.5.16
Demonstrate techniques for managing stress (e.g.,
							 exercising, meditation).
WE.5.17
Identify strategies to change unhealthy
							 behaviors.
Physical Education
Cluster
Development of Movement Forms / Motor Skills
WE.5.18
Perform various motor skill techniques to
							 independently develop/improve coordination.
WE.5.19
Perform simple dance sequences using smooth
							 transitions in speed, level, and direction in time to music.
WE.5.20
Perform jump sequences with partner(s) using
							 equipment.
WE.5.21
Throw overhand with force and accuracy.
WE.5.22
Dribble with hands or feet while evading an
							 opponent.
WE.5.23
Utilize critical elements or components for dribbling
							 with feet and hands and striking with short and long-handled implements to
							 improve performance in a game setting.
WE.5.24
Use an implement to strike an object with force and
							 accuracy.
Cluster
Physical Fitness
WE.5.25
Demonstrate proper form when performing the following
							 muscular strength and endurance exercises (e.g., curl up, sit up, plank, push
							 up).
WE.5.26
Demonstrate proper form when developing flexibility
							 (e.g., trunk lift, sit and reach, shoulder stretch).
WE.5.27
Demonstrate proper pacing technique when running for
							 various periods of time or distance (e.g., sprint, jog, mile-run).
WE.5.28
Use fitness assessment results to identify personal
							 strengths and weaknesses and plan for personal improvement.
WE.5.29
Participate in warm-up and cool-down procedures
							 before and after vigorous activities.
WE.5.30
Describe the health benefits of regular participation
							 in physical activity.
WE.5.31
Define the components of the F.I.T.T. principle of
							 exercise (e.g., frequency, intensity, time, and type).
WE.5.32
Demonstrate knowledge of the five health related
							 fitness components (e.g., cardiovascular fitness, muscular strength, muscular
							 endurance, body composition, flexibility).
WE.5.33
Demonstrate knowledge of skill related fitness (e.g.,
							 speed, agility, balance, reaction time, power, coordination).
WE.5.34
Identify school and community programs promoting
							 lifelong physical activity.
WE.5.35
Engage in lifestyle behaviors to increase physical
							 activity outside of the physical education setting.
WE.5.36
Record physical activity participation (e.g., in and
							 outside physical education).
Cluster
Responsible Personal and Social
							 Behavior
WE.5.37
Work collaboratively, productively, and safely with a
							 partner or small group.
WE.5.38
Participate appropriately with those having different
							 skills and abilities.
WE.5.39
Demonstrate fair play in competitive settings
							 regardless of the outcome.
WE.5.40
Respectfully provide appropriate feedback to
							 others.
Wellness Education Grades 6-8
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Students in grades sixth through eighth continue to develop wellness concepts
				  which build upon the foundation for health literacy and an appreciation for
				  lifelong physical fitness. It is critical that students continue to understand
				  and practice healthy, active lifestyle behaviors before being faced with health
				  concerns later in life. This is a life-long process of enhancing the components
				  of health education (physical, intellectual, emotional, social, spiritual, and
				  environmental), physical education (movement forms, motor skill development and
				  fitness) and physical activity. The 6-8 wellness content standards identify
				  what students should know, understand, and be able to do in practicing skills
				  and behaviors that apply to healthy lifestyles. The goal of these wellness
				  content standards is to promote self-responsibility, motivation, and excellence
				  in learning as well as life-long commitment to wellness. The following chart
				  represents the components of health and physical education -based on the skill
				  progressions from K-5 - that will be developed throughout grades 6-8:
Health Education
Physical Education
Health Promotion and Disease
							 Prevention
Development of Motor Skills/Movement
							 Forms
* acquire basic health concepts and functional health
							 knowledge
* understand essential concepts of established health
							 behavior theories and models
* apply strategies to promote health and reduce
							 risk
* master movement fundamentals
* improve motor skills
Culture, Media, and Technology
Physical Activity
* identify and understand diverse internal and
							 external factors that influence health practices and behaviors
* develop self-confidence
* promote positive self-image through physical
							 activity
* encourage the concept of life-long participation in
							 physical activity
Health Information and Services
* identify and access valid health resources and
							 health-promoting products and services
* reject unproven sources
* apply analysis, comparison and evaluation of health
							 resources
Decision Making
Physical Fitness
* identify, implement and sustain health enhancing
							 behaviors
* apply decision-making process to make healthy
							 decisions
* collaborate with others to improve quality of
							 life
* understand fitness principles
* accept responsible for personal fitness
* lead an active, healthy life
* develop higher levels of basic fitness and physical
							 competence
* endeavor to improve cardiorespiratory endurance,
							 muscular strength and endurance, flexibility, and body composition
Communication
* communicate to enhance personal, family, and
							 community health
* use verbal and non-verbal skills to develop and
							 maintain healthy personal relationships
* organize and convey information and feelings to
							 strengthen interpersonal interactions
Goal Setting
Responsible Personal and Social
							 Behavior
* set goals to identify, adopt, and maintain healthy
							 behaviors
* implement critical steps to achieve both short-term
							 and long-term health goals.
* achieve self-initiated behaviors that promote
							 personal and group success in activity settings
* apply safe practices
* adhere to rules, procedures, and etiquette
* foster cooperation and teamwork
* demonstrate ethical behavior in sport
* encourage positive social interaction
* develop respect for individual similarities and
							 differences
Health Behaviors
* reduce harmful and risk-taking behaviors accept
							 personal responsibility for health
Advocacy
* advocate for promote healthy norms and healthy
							 behaviors
* target health enhancing messages encourage others
							 to adopt healthy behaviors
West Virginia Code and Policy Requirements
In accordance with W. Va. Code §
													18-2-9:
* The WVDE shall provide a standardized health
							 education assessment to be administered in sixth and eighth grade health
							 education classes in order to measure student health knowledge and program
							 effectiveness.
* All public schools must include instruction in any
							 of grades six through twelve in the prevention, transmission and spread of
							 HIV/AIDS and other sexually transmitted diseases, and infections
							 (STDs/STIs).
* An opportunity shall be afforded to the parent or
							 guardian of a child subject to instruction in the prevention, transmission and
							 spread of AIDS and other STD/STI to examine the course curriculum requirements
							 and materials to be used in such instruction. The parent or guardian may exempt
							 such child from participation in such instruction by giving notice to that
							 effect in writing to the school principal.
* In the subject of health education in any of the
							 grades six through twelve as considered appropriate by the county board shall
							 include at least sixty minutes of instruction for each student on the dangers
							 of opioid use, the additive characteristics of opioids, and safer alternatives
							 to treat pain.
In accordance with Policy 2510 at least 50 percent of
							 class time for physical education will be spent in moderate to
							 vigorous-intensity physical activity.
In accordance with WV Code §
													18-2-7a, the
							 FitnessGram shall be administered to all students in grades four through eight
							 and the required high school course,
FitnessGram - Grades 6 -8
The FitnessGram test battery assesses health-related
							 fitness components: aerobic capacity, muscular strength and endurance,
							 flexibility and body composition. FitnessGram tests all students regardless of
							 age, gender, or ability. Students are encouraged to be self-aware of
							 health-related fitness and take responsibility by setting personal fitness
							 goals. When students focus on the process of doing their personal best, a more
							 positive lifelong impact is achieved. The
FitnessGram
is
							 composed of the following six fitness areas, with test options provided for
							 most areas:
Aerobic Capacity
* PACER (Progressive Aerobic Cardiovascular Endurance
							 Run)
* One-Mile Run
Upper Body Strength and Endurance*
* Push-Up
* Modified Pull-Up
* Flexed Arm Hang
Abdominal Strength and Endurance
* Curl-Up
Flexibility
* Trunk Lift
* Back-Saver Sit and Reach
* Shoulder Stretch
Body Composition
* Body Mass Index
* Bioelectric Impedance Analyzer
Wellness Education - Grade 6
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  The goal of sixth grade health education program of study is to address many
				  important social, emotional and physical changes of young adolescents. Decision
				  making steps and application are integrated into all topics of discussion as
				  students examine potential long and short term consequences of decisions and
				  their impact on all aspects of health (e.g., physical, emotional, social,
				  mental/intellectual, spiritual, environmental and occupational). Students
				  critically examine concepts related to personal health; injury prevention; and
				  alcohol, tobacco and other drugs; and recognize the impact of positive health
				  decisions on personal goal attainment. The goal of the physical education
				  program of study at the sixth grade level is to improve students' understanding
				  of the connections between physical activity and lifetime wellness. Movement is
				  critical to proper growth and development at this age; physical education
				  assists students in developing a healthy body and self-image. Social and
				  emotional development is enhanced as students begin to use motor skills in team
				  building situations.
Health Education
Cluster
Health Promotion and Disease
							 Prevention
WE.6.1
Investigate personal diet, create an understanding of
							 serving size versus portion size, and analyze nutritional needs of
							 adolescents.
WE.6.2
List short-term and long-term effects of alcohol,
							 drugs, and tobacco.
WE.6.3
List short-term and long-term effects of sedentary
							 lifestyle.
WE.6.4
Examine healthy behaviors and practices beneficial to
							 each body system and help lead to a healthy lifestyle.
WE.6.5
Describe how family health history, hereditary
							 factors, and personal lifestyle choices impact personal health.
WE.6.6
Analyze the seven dimensions of wellness and how to
							 maintain or improve them (e.g., physical, emotional, social, intellectual,
							 spiritual, environmental, and occupational).
WE.6.7
Recognize medical terminology, anatomical landmarks,
							 and functions of the reproductive system.
Cluster
Culture, Media, and Technology
WE.6.8
Analyze how media messages influence choices on
							 health behaviors (e.g., tobacco, drugs, alcohol, eating disorders,
							 etc.).
WE.6.9
Analyze advertiser influences on consumer choices
							 (e.g., brand names, fads).
WE.6.10
Explain how families influence the health of
							 adolescents (e.g., family time, meal preparation, religious practices, weight
							 control).
WE.6.11
Explain the influence of personal values, beliefs,
							 and culture on health practices and behaviors.
WE.6.12
Explain how peers, school, and community can impact
							 personal health practices and behaviors.
WE.6.13
Explain how technology has advanced health promotion
							 and disease prevention.
WV.6.14
Discuss the importance of respecting individual
							 differences (e.g., race, religion, size, age, sex, gender identity).
Cluster
Health Information and Service
WE.6.15
Analyze the validity of health information, products,
							 and services.
WE.6.16
Identify sources of valid health information.
WE.6.17
Describe situations that may require professional
							 health services (e.g., drug addiction, suicide prevention, sudden illness,
							 accidents).
WE.6.18
Recognize the dangers of opioid use, the addictive
							 characteristics of opioids, and safer alternatives to treat pain.
Cluster
Communication
WE.6.19
Demonstrate effective verbal and non-verbal
							 communication skills (e.g., refusal skills, body language, restating).
WE.6.20
Describe a variety of positive coping mechanisms and
							 conflict resolution skills to deal with difficult situations.
WE.6.21
Use positive communication skills to build and
							 maintain healthy relationships.
WE.6.22
Explain refusal and negotiation skills to avoid or
							 reduce risks of dangerous situations.
Cluster
Decision Making
WE.6.23
List the steps of the decision-making process to
							 solve problems.
WE.6.24
Select healthy options that benefit health-related
							 issues or problems.
WE.6.25
Describe potential outcomes when making
							 health-related decisions (obesity, alcoholism, drug dependence) for self and
							 others.
WE.6.26
Select decision-making skills that protect against
							 communicable and non-communicable diseases.
WE.6.27
Examine multiple options and differentiate between
							 healthy and unhealthy choices when making decisions.
Cluster
Goal Setting
WE.6.28
Explain how the goal setting process is important in
							 designing strategies to avoid risky behaviors.
WE.6.29
Select a personal health goal and track progress
							 toward achievement.
WE.6.30
Describe how personal health goals and practices can
							 change (e.g., maturity, peer influences, environment).
Cluster
Health Behaviors
WE.6.31
Differentiate between safe and risky behaviors in
							 relationships.
WE.6.32
Discuss healthy lifestyle practices to improve
							 personal and family health.
WE.6.33
List protective behaviors used to avoid and reduce
							 threatening situations (e.g., be with a group, confide in trusted
							 adults).
WE.6.34
Identify appropriate strategies used to reduce
							 stress, anxiety, and depression.
WE.6.35
Contrast the differences between safe and risky
							 behaviors for preventing pregnancy and STDs/STIs.
WE.6.36
Demonstrate CPR, hands only CPR, AED, and basic first
							 aid.
Cluster
Advocacy
WE.6.37
Advocate for healthy lifestyles.
WE.6.38
Discuss ways health messages can be altered depending
							 on the audience.
WE.6.39
Explain how to influence others to make positive
							 health choices.
WE.6.40
Discuss results of national or state youth risk
							 behavior survey information.
Physical Education
Cluster
Movement Forms / Motor Skills
WE.6.41
Perform independently in physical activity to improve
							 skills and fitness.
WE.6.42
Perform basic skills necessary to participate in
							 individual, dual, team, and lifetime activities.
WE.6.43
Perform social and/or multicultural dances.
Cluster
Physical Activity
WE.6.44
Participate in physical activity in addition to
							 physical education class.
WE.6.45
Identify lifelong physical activity opportunities
							 (e.g., walk/run, bike, hike, dance, strength training).
Cluster
Physical Fitness
WE.6.46
Demonstrate proper form when performing the following
							 muscular strength and endurance exercises (e.g., curl up, sit up, plank, push
							 up).
WE.6.47
Demonstrate proper form when developing flexibility
							 (e.g., trunk lift, sit and reach, shoulder stretch).
WE.6.48
Demonstrate proper pacing technique when running for
							 various periods of time or distance (e.g., sprint, jog, mile-run).
WE.6.49
Use fitness assessment results to identify personal
							 strengths and weaknesses and plan for personal improvement.
WE.6.50
Describe the fitness benefits of a variety of
							 physical activities (e.g., stretching, cardio, strength training).
WE.6.51
Describe the importance of warm-up and cool-down
							 activities when participating in physical fitness.
Cluster
Responsible Personal and Social
							 Behavior
WE.6.52
Work cooperatively and productively in a group to
							 accomplish a set goal/task.
WE.6.53
Follow rules, procedures, etiquette for safety and
							 fair play.
WE.6.54
Practice behaviors that are supportive and inclusive
							 in physical activity.
Wellness Education - Grade 7
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  The goal of the seventh grade health education program of study is to address
				  many important social, emotional, and physical changesadolescents face. Topics
				  of discussion provide opportunities for students to practice decision making,
				  communication skills, and goal setting. Students develop strategies to reduce
				  risks and enhance personal health and wellness. The goal of the physical
				  education program of study at the seventh grade level is to continue to develop
				  specialized skills, offer new opportunities to explore recreational activities
				  and lifetime fitness activities, and build on lifetime wellness and social
				  skills previously introduced. During this critical time period, changes due to
				  maturation and growth affect the students' skill level as they adjust to
				  physical changes. Social development is an important part of the physical
				  education curriculum.
Health Education
Cluster
Health Promotion and Disease
							 Prevention
WE.7.1
List the six essential nutrients; determine their
							 sources and functions.
WE.7.2
Analyze the effects of risky lifestyle behaviors on
							 body systems and general wellness.
WE.7.3
Describe the anatomy and functions of the
							 reproductive system.
WE.7.4
Identify general symptoms and potentially long-term
							 health consequences of STDs/STIs.
WE.7.5
Explain short-term and long-term effects of alcohol,
							 drug, and tobacco use.
WE.7.8
Research the dangers of opioid use, the addictive
							 characteristics of opioids, and safer alternatives to treat pain.
Cluster
Culture, Media, and Technology
WE.7.9
Compare and contrast the influence of peers,
							 community, and cultural beliefs on health behaviors.
WE.7.10
Debate how messages from the media and advertising
							 can influence health behaviors.
WE.7.11
Describe the impact of different types of bullying
							 and identify necessary coping skills.
WE.7.12
Explain the importance of respecting individual
							 differences (e.g., race, religion, size, age, sex, gender identity).
WE.7.13
Determine the intent of media messages about alcohol,
							 tobacco, and other drugs (e.g., alcoholic beverage commercials, prescription,
							 and OTC drugs).
WE.7.14
Analyze the food industry and how it affects the
							 health of society.
WE.7.15
Examine the influence of the family on the health of
							 adolescents (e.g., smoking, drinking, drug use, meal plans).
Cluster
Health Information and Service
WE.7.16
Research the costs of health information, insurance,
							 products, and services.
WE.7.17
Identify valid health information from a variety of
							 sources (e.g., home, community, internet).
WE.7.18
Explain why a situation might require professional
							 and community health services.
WE.7.19
Identify misinformation and stereotyping associated
							 with food industries and/or health service.
Cluster
Communication
WE.7.20
Analyze effective verbal and non-verbal communication
							 skills (e.g., body language, restating, individual/group conversation).
WE.7.21
Analyze the effectiveness of a variety of positive
							 coping mechanisms/conflict resolution skills (e.g., peer mediation, non-violent
							 strategies to deal with upset feelings and difficult situations).
WE.7.22
Give examples of refusal and negotiation skills to
							 avoid health risks.
WE.7.23
Discuss ways to develop and maintain healthy family
							 relationships.
Cluster
Decision Making
WE.7.24
Apply established dietary guidelines in meal
							 planning.
WE.7.25
Discuss the consequences of poor nutritional
							 choices.
WE.7.26
Role-play situations and practice positive
							 decision-making concerning alcohol, tobacco and other drugs.
WE.7.27
Apply the steps of a decision-making process to solve
							 a problem.
Cluster
Goal Setting
WE.7.28
Develop a personal health plan to address strengths
							 and weaknesses (e.g., diet, exercise, sleep, relationships).
WE.7.29
Explain the importance of the goal setting process
							 when planning future events.
WE.7.30
Discuss the impact of multiple factors on personal
							 health goals (e.g., change of schools, getting older, new interests, family
							 alteration).
Cluster
Health Behaviors
WE.7.31
Recognize risky or harmful behaviors that may occur
							 in relationships (e.g., abuse, date rape, sexual activity).
WE.7.32
Analyze the differences between safe and risky
							 behaviors, including methods for preventing pregnancy and STDs/STIs, including
							 Hepatitis B virus (HBV), HIV/AIDS, (e.g., abstinence, birth control, disease
							 control).
WE.7.33
Role-play protective behaviors used to avoid and
							 reduce threatening situations (e.g., anger, bullying, harassment).
WE.7.34
Identify strategies to reduce stress, anxiety, and
							 depression.
WE.7.35
Demonstrate CPR, hands only CPR, AED and basic first
							 aid procedures.
Cluster
Advocacy
WE.7.36
Advocate to work cooperatively with family for
							 healthylifestyles (e.g., exercise together, diet plans, food preparation, spend
							 time together).
WE.7.37
Explain why making positive health choices will
							 influence others.
WE.7.38
Analyze results of national or state youth risk
							 behavior survey information.
Physical Education
Cluster
Movement Forms/Development of Motor
							 Skills
WE.7.39
Participate in a variety of individual, dual, and
							 team sports.
WE.7.40
Participate in a variety of non-competitive
							 individual activities.
WE.7.41
Create and perform a dance sequence in time to
							 music.
Cluster
Physical Activity
WE.7.42
Identify opportunities for physical activity
							 available in the community and/or state (e.g., bicycling, golfing, white water
							 rafting, kayaking, hunting, fishing, skiing, mountain biking, hiking, rock
							 climbing).
WE.7.43
Participate in physical activities both in and
							 outside school.
Cluster
Physical Fitness
WE.7.44
Demonstrate proper form when performing the following
							 muscular strength and endurance exercises (e.g., curl up, sit up, plank, push
							 up).
WE.7.45
Demonstrate proper form when developing flexibility
							 (e.g., trunk lift, sit and reach, shoulder stretch).
WE.7.46
Demonstrate proper pacing technique when running for
							 various periods of time or distance (e.g., sprint, jog, mile-run).
WE.7.47
Use fitness assessment results to identify personal
							 strengths and weaknesses and plan for personal improvement.
WE.7.48
Identify personal fitness needs and participate in
							 physical activities to improve individualized goals.
WE.7.49
Explain how the principles of progression and
							 overload improve personal fitness performance.
WE.7.50
Differentiate between health-related fitness (e.g.
							 cardiovascular fitness, muscular strength, muscular endurance, body
							 composition, flexibility) and skill related fitness (e.g. speed, agility,
							 balance, reaction time, power, coordination).
Cluster
Responsible Personal and Social
							 Behavior
WE.7.51
Demonstrate cooperative team building skills
							 appropriate for physical activity (e.g., equal opportunity for
							 participation).
WE.7.52
Demonstrate appropriate conflict resolution skills
							 (e.g., peer mediation).
WE.7.53
Demonstrate knowledge of rules, etiquette, and safety
							 while participating in various physical activities (e.g. sportsmanship, fair
							 play).
Wellness Education - Grade 8
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  The goal of the eighth grade health education program of study is to provide
				  opportunities for students to practice decision making, communication skills,
				  and goal setting in role-played or simulated situations that outline the
				  importance of taking responsibility for individual actions. Students examine
				  violence prevention and develop strategies to promote safety for themselves and
				  others. Students learn to access, use, critically evaluate, and apply health
				  information and services. The goal of the eighth grade physical education
				  program of study is to allow students to further explore individual interests
				  in lifetime physical activities and gain the knowledge and skills for future
				  participation. A strong emphasis on lifetime wellness, physical activity, and
				  social skills supports the goal of becoming a physically-active adults.
Health Education
Cluster
Health Promotion and Disease
							 Prevention
WE.8.1
Apply sound nutritional principles to healthy food
							 choices (e.g., whole foods, menu preparation, nutrition labels).
WE.8.2
Analyze the effects of risky behaviors on body
							 systems and wellness (e.g., substance abuse, processed and high sugar
							 foods).
WE.8.3
Label and explain the functions of the body systems
							 (e.g., circulatory, skeletal, reproductive, digestive).
WE.8.4
Determine the risk factors that lead to teen
							 pregnancy, HIV/AIDS, HBV, and other STDs/STIs.
WE.8.5
Recognize behaviors that protect and keep the male
							 and female reproductive systems healthy.
Cluster
Culture, Media, and Technology
WE.8.6
Identify cultural influences on health behaviors
							 (e.g., nutrition, hygiene, relationships, medical, drug use).
WE.8.7
Discuss the use of technology and its positive and
							 negative impact on health (e.g., video games, computers, cell phones, medical
							 information and advancements).
WE.8.8
Describe how bullying can have a negative impact on
							 quality of life.
WE.8.9
Discuss the importance of respecting individual
							 differences (e.g., race, religion, size, age, sex, gender identity).
Cluster
Health Information and Service
WE.8.10
Research how health information, products, and
							 services are financed (e.g., government, consumers, trusts).
WE.8.11
Research products advertised to enhance health and
							 analyze the accuracy of information provided (e.g., vitamins, supplements,
							 dietary aids).
WE.8.12
Evaluate the dangers of opioid use, the addictive
							 characteristics of opioids, and safer alternatives to treat pain.
Cluster
Communication
WE.8.13
Demonstrate ways to exhibit care, consideration, and
							 respect for self and others.
WE.8.14
Develop a variety of positive coping
							 mechanisms/conflict resolution skills (e.g., negotiation, peer-mediation,
							 non-violent strategies).
WE.8.15
Compare and contrast various refusal and negotiation
							 skills to avoid or reduce risky and harmful health behaviors (e.g., pregnancy,
							 drunk driving, STDs/STIs, dating violence, harassment, alcohol, tobacco, and
							 other drugs).
WE.8.16
Practice communication skills necessary for healthy
							 relationships (e.g., courtesy, manners, respect, conflict resolution).
Cluster
Decision Making
WE.8.17
Develop healthy practices regarding health-related
							 issues (e.g., nutrition, weight control, exercise, prescription drugs).
WE.8.18
Predict potential outcomes of health-related
							 decisions (e.g., alcohol, tobacco, and other drug use, nutrition, seatbelts and
							 positioning in various modes of transportation).
WE.8.19
Develop decision-making skills needed to protect
							 against communicable and non-communicable diseases.
WE.8.20
Distinguish between options that are healthy and
							 unhealthy.
WE.8.21
Apply the steps to the decision-making process to
							 solve problems.
Cluster
Goal Setting
WE.8.22
Assess personal health practices (e.g., safety, diet,
							 exercise, sleep, alcohol, tobacco, and other drug use).
WE.8.23
Discuss the importance of the goal setting process in
							 designing strategies to quit unhealthy and risky behaviors.
WE.8.24
Design a personal health goal and track progress
							 toward its achievement (e.g., exercise, weight control, dental care).
WE.8.25
Determine how personal health goals and practices can
							 vary as priorities change (e.g., family illness, death of close friend,
							 personal tragedy, maturity).
Cluster
Health Behaviors
WE.8.26
Distinguish between safe and risky or harmful
							 behaviors in relationships (e.g., abuse, date rape, peer pressure, gang
							 membership).
WE.8.27
Examine the differences between safe and risky
							 behaviors, including methods for preventing pregnancy and STDs/STIs(e.g.,
							 abstinence, birth control).
WE.8.28
Explain protective behaviors used to avoid and reduce
							 threatening situations (e.g., anger, bullying, harassment, gang membership,
							 eating disorders).
WE.8.29
Design strategies to reduce stress, anxiety, and
							 depression.
WE.8.30
Create good health practices to improve personal and
							 family health (e.g., hygiene, nutrition, food preparation, family time).
WE.8.31
Demonstrate hands only CPR, AED, and first aid
							 procedures.
Cluster
Advocacy
WE.8.32
Work cooperatively to advocate for healthy
							 individuals, families, communities, and schools (e.g., health organizations,
							 local health fairs).
WE.8.33
Identify ways in which health messages and
							 communication techniques can be altered for different audiences (e.g., age,
							 gender, life experiences).
WE.8.34
Explain how to encourage others to make positive
							 health choices
WE.8.35
Explain the need for legislation to protect and
							 promote personal safety and health (e.g., traffic laws, health
							 departments).
WE.8.36
Recognize and promote environmental practices that
							 will preserve natural resources for personal and community health.
WE.8.37
Analyze results of national or state youth risk
							 behavior survey information.
Physical Education
Cluster
Movement Forms/Development of Motor
							 Skills
WE.8.38
Demonstrate basic offensive and defensive strategy
							 while participating in individual, dual, and team sports (e.g., lead-up
							 games/activities)
WE.8.39
Practice basic techniques and safety procedures while
							 participating in non-competitive lifetime physical activity (e.g., wear helmet
							 and other protective gear, practice safe use of equipment).
WE.8.40
Participate in a variety of rhythm and movement
							 skills (e.g., social dance, line dance).
WE.8.41
Identify characteristics of skilled performance in a
							 sport or activity (e.g., rubric, self/peer assessment).
Cluster
Physical Activity
WE.8.42
Evaluate the health benefits of two or morephysical
							 activities.
WE.8.43
Develop and implement a personal physical activity
							 plan (e.g., where, when, cost, equipment, procedures).
Cluster
Physical Fitness
WE.8.44
Demonstrate proper form when performing the following
							 muscular strength and endurance exercises (e.g., curl up, sit up, plank, push
							 up).
WE.8.45
Demonstrate proper form when developing flexibility
							 (e.g., trunk lift, sit and reach, shoulder stretch).
WE.8.46
Demonstrate proper pacing technique when running for
							 various periods of time or distance (e.g., sprint, jog, mile-run).
WE.8.47
Use fitness assessment results to identify personal
							 strengths and weaknesses and plan for personal improvement.
WE.8.49
Implement personal fitness goals related to health
							 related fitness (e.g., cardiovascular fitness, muscular strength, muscular
							 endurance, body composition, flexibility) and skill related fitness (e.g.,
							 speed, agility, balance, reaction time, power, coordination).
WE.8.50
Apply knowledge of progression and overload (e.g.,
							 gradual increase in F.I.T.T.) in the development of a personal fitness
							 program.
Cluster
Responsible Personal and Social
							 Behavior
WE.8.51
Demonstrate appropriate, responsible behaviors in
							 physical activity settings including proper rules, etiquette and safety (e.g.,
							 sportsmanship, fair play, use of safety equipment-goggles, helmets).
WE.8.52
Discuss situations that may lead to conflict and
							 practice mediation skills (e.g., compromise, "I" messages).
WE.8.53
Discuss the effects of peer pressure on physical
							 activity participation and performance.
Health Education - High School
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Health literacy for all students is the fundamental goal of a comprehensive
				  school health education curriculum. The health literate student is a critical
				  thinker and problem solver, a self-directed learner, an effective communicator,
				  and a responsible, productive citizen. Students must have the capacity to
				  obtain, interpret, and understand basic health information and services and the
				  competence to use such information and services in ways that enhance a healthy
				  lifestyle. The intent of the health education standards are to provide a
				  consistent target for both educators and students in West Virginia. It is
				  intended to show what students should know and be able to do at certain grade
				  levels. Teachers and policy-makers can use the health standards to design
				  curricula, to allocate instructional resources, and to provide a basis for
				  assessing student achievement and progress. The following chart represents the
				  components of health education - based on the skill progressions from K-8 -
				  that will be developed in high school:
HEALTH EDUCATION
Health Promotion and Disease
							 Prevention
Health Behaviors
* acquire basic health concepts and functional health
							 knowledge
* develop foundation for promoting health-enhancing
							 behaviors
* research and apply health enhancing
							 behaviors
* reduce harmful and risk taking behaviors
* accept personal responsibility for health
* encourage the practice of healthy behaviors
Health Information and Services
Culture, Media, and Technology
* identify and access valid health information and
							 health-promoting products and services
* reject unproven sources
* apply analysis, comparison, and evaluation of
							 health resources
* develop health literacy
* understand that health is impacted by a variety of
							 positive and negative influences within society
* identify and understand the diverse internal and
							 external factors that influence health practices and behaviors
Decision Making
Communication
* identify, implement, and sustain health enhancing
							 behaviors
* make healthy decisions
* collaborate with others to improve quality of
							 life
* communicate effectively to enhance personal,
							 family, and community health
* use verbal and non-verbal skills to develop and
							 maintain healthy personal relationships
* convey information and feelings appropriately to
							 strengthen interpersonal interactions and reduce or avoid conflict
Goal Setting
Advocacy
* set goals to adopt and maintain healthy
							 behaviors
* implement critical steps needed to achieve both
							 short-term and long-term health goals
* advocate to promote healthy norms and healthy
							 behaviors
* develop important skills to target health enhancing
							 messages
* encourage others to adopt healthy behaviors
West Virginia Code and Policy
							 Requirements
In accordance with W. Va. Code §
													18-2-9:
* The WVDE shall provide a standardized health
							 education assessment to be administered in sixth grade health education classes
							 in order to measure student health knowledge and program effectiveness.
* All public schools must include instruction in any
							 of grades six through twelve in the prevention, transmission and spread of
							 HIV/AIDS and other STDs/STIs.
* An opportunity shall be afforded to the parent or
							 guardian of a child subject to instruction in the prevention, transmission and
							 spread of AIDS and other STDs/STIsto examine the course curriculum requirements
							 and materials to be used in such instruction. The parent or guardian may exempt
							 such child from participation in such instruction by giving notice to that
							 effect in writing to the school principal.
* In the subject of health education in any of the
							 grades six through twelve as considered appropriate by the county board shall
							 include at least sixty minutes of instruction for each student on the dangers
							 of opioid use, the additive characteristics of opioids, and safer alternatives
							 to treat pain.
* County Boards of Education are required to provide
							 at least thirty minutes of instruction on the proper administration of
							 cardiopulmonary resuscitation (CPR) and the psychomotor skills necessary to
							 perform CPR to all students prior to high school graduation.
Cluster:
Health Promotion and Disease
							 Prevention
HE.1
Compare and contrast components of total wellness
							 (e.g., physical, mental, emotional, social, spiritual, occupational,
							 intellectual).
HE.2
Differentiate between the positive and potentially
							 negative effects of local and global environmental health problems(e.g.
							 pollution/hazards, food production, energy, disease, public health
							 issues).
HE.3
Analyze and interpret ways public health and social
							 policies, along with government regulations, influence health promotion and
							 disease prevention (e.g., local, state, federal, and world health
							 organizations).
HE.4
Differentiate between the causes of communicable and
							 non-communicable diseases and identify/apply skills to prevent them (e.g.
							 STDs/STIs, HIV/AIDS, bacteria/viral infections, universal precaution).
HE.5
Analyze the impact of genetics and family history on
							 personal health (e.g. genetic disease/disorders, body composition,
							 mental/emotional health).
HE.6
Explain how the environment (e.g., cultural,
							 community, physical, social, etc.) affects and interacts with growth and
							 development.
HE.7
Analyze how personal health behaviors/choices affect
							 the function of body systems in preventing premature death(e.g. lifestyle
							 choices, chronic disease).
Cluster:
Culture, Media, and Technology
HE.8
Evaluate how media of all forms can impact personal,
							 family, community and national health (e.g. validation of sources, technology's
							 impact on modern communication).
HE.9
Debate the potential influences of technology on
							 personal, family, and community health (e.g. smart phone technology, apps,
							 fitness trackers, personal appropriate uses of technology, responsible
							 reporting of misuse).
HE.10
Identify factors in the community that influence
							 health (e.g. such as schools, resources, socioeconomic factors, geography,
							 values, culture).
HE.11
Analyze the impact peer influences have on healthy
							 and unhealthy behaviors.
HE.12
Analyze the influence of friends, family, media,
							 society and culture on the expression of gender, sexual orientation, and
							 identity.
Cluster:
Health Information and Services
HE.13
Analyze and interpret health information/data to
							 promote healthy decision making (e.g. quackery, food labels, websites,
							 media).
HE.14
Use information systems to locate and utilize health
							 care services that provide optimal health care.
Cluster:
Communication
HE.15
Utilize effective communication skills in a variety
							 of situations.
HE.16
Describe healthy ways to express emotions, needs, and
							 desires in different situations (e.g. sportsmanship, relationships, death,
							 dying and grief).
HE.17
Demonstrate a variety of communication skills (e.g.
							 verbal, non-verbal, listening, writing, technology, workplace).
HE.18
Identify potentially harmful situations and devise
							 strategies and develop skills to avoid such situations through refusal,
							 negotiation, and collaboration skills (e.g., violence and abuse situations,
							 peer mediation, conflict resolution, support groups, "I" statements).
Cluster:
Decision Making
HE.19
Apply and practice a decision-making process for
							 various life situations (e.g., DECIDE process, SMART goals, goods and services
							 purchases, relationships).
HE.20
Identify and discuss health concerns that require
							 collaborative decision-making (e.g. sex, STDs/STIs, contraception).
HE.21
Analyze the effects of potentially harmful decisions
							 that impact health and the effect these decisions have on family, community,
							 and self (e.g., drugs, STDs/STIs, teen pregnancy/parenting).
HE.22
Evaluate mechanisms and decision making processes to
							 formulate alternatives to health-related issues or problems (e.g., refusal
							 skills, defense/coping mechanisms).
HE.23
Evaluate the effectiveness of health-related
							 decisions (e.g., risk behavior inventories, Youth Risk Behavior Survey- YRBS
							 data).
HE.24
Construction of personal boundaries as related to
							 intimacy and sexual behaviors and effective communication skills concerning
							 boundary invasion.
Cluster:
Goal Setting Standards
HE.25
Assess personal health practices and overall health
							 status.
HE.26
Develop a plan to attain a personal health goal that
							 addresses strengths, needs, and risks (e.g., SMART Goals, F.I.T.T).
HE.27
Implement strategies and monitor progress in
							 achieving a personal health goal.
HE.28
Design an effective long-term personal health plan
							 (e.g., individualized/group projects).
Cluster:
Health Behaviors
HE.29
Recognize and demonstrate the positive effects of
							 nutrition and physical activity on health.
HE.30
List examples and explain short and long-term impacts
							 of health decisions on the individual, family and community.
HE.31
Identify signs of stress and common stressors and
							 develop effective stress management techniques.
HE.32
Identify causes, warning signs, and prevention
							 strategies for depression and suicide.
HE.33
Identify causes, preventions, and treatments for
							 injuries and list responsible actions to create a safe and healthy
							 environment.
HE.34
Demonstrate basic first aid skills.
HE.35
Complete training on the proper administration of CPR
							 through hands-on practice that is based on an instructional program established
							 by the American Heart Association, Red Cross or another program that is
							 nationally recognized and used the most current national evidence-based CPR
							 guidelines that incorporates psychomotor skills development.
Cluster:
Advocacy
HE.36
Present on the dangers of opioid use, the addictive
							 characteristics of opioids, and explore safer alternatives to treat
							 pain.
HE.37
Use written, audio/visual, and technology
							 communication methods to express health messages.
HE.38
Demonstrate the ability to adapt health messages to
							 characteristics of a particular audience (e.g. peer education, projects, role
							 play).
HE.39
Promote the use of personal, family and community
							 resources in health care situation. (e.g. general practitioners, medical
							 facilities, internet).
HE.40
Identify school support staff and community health
							 services and describe the impact this service has on individual school and
							 community (e.g. school nurse, civic organizations, volunteering
							 opportunities).
HE.41
Interpret the relationship between acts of
							 responsible and productive citizenship and the health, safety, and security of
							 a community.
HE.42
Analyze the results of national youth risk behavior
							 surveys.
Physical Education - High School
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  High school physical education programs should focus on fitness, offer diverse
				  movement patterns, develop motor skills and emphasize lifetime activities.
				  Students need to be exposed to a wide variety of activities; both competitive
				  and non-competitive, that bring them enjoyment and challenge, thus enabling
				  them to maintain an active lifestyle for a lifetime. The following chart
				  represents the components of physical education - based on the skill
				  progressions from K-8 - that will be developed in high school:
PHYSICAL EDUCATION
Development of Movement Forms/Motor
							 Skills
Physical Activity
* develop the movement forms and motor skills
							 essential to participation in physical activities
* establish a foundation to facilitate continued
							 motor skill acquisition
* develop an awareness of the intrinsic values and
							 benefits of participation in physical activity that provides personal
							 meaning
* develop an appreciation for the opportunities for
							 self-expression and social interaction provided by physical activity
* develop self-confidence
* promote positive self-image
Physical Fitness
Responsible Personal and Social
							 Behavior
* accept responsibility for personal fitness
* lead an active, healthy life
* develop higher levels of basic fitness and physical
							 competence
* develop a foundation to support healthy habits in
							 the areas of: cardiorespiratory endurance, muscular strength and endurance,
							 flexibility, and body composition.
* achieve self-initiated behaviors that promote
							 personal and group success in activity settings
* apply safe practices
* adhere to rules, procedures, and etiquette
* foster cooperation and teamwork
* demonstrate ethical behavior in sport
* encourage positive social interaction
* respect individual similarities and differences
							 through positive interaction among participants in physical activity
West Virginia Code and Policy
							 Requirements
In accordance with W. Va. Code §
													18-2-7a, the
							 FTNESS GRAM shall be administered to all students.
In accordance with Policy 2510 at least 50 percent of
							 class time for physical education will be spent in moderate to
							 vigorous-intensity physical activity.
FitnessGram
-
High
							 School
The FitnessGram test battery assesses health-related
							 fitness components: aerobic capacity, muscular strength and endurance,
							 flexibility and body composition. FitnessGram tests all students regardless of
							 age, gender, or ability. Students are encouraged to be self-aware of
							 health-related fitness and take responsibility by setting personal fitness
							 goals. When students focus on the process of doing their personal best, a more
							 positive lifelong impact is achieved. The
FitnessGram
is
							 composed of the following six fitness areas, with test options provided for
							 most areas:
Aerobic Capacity
* PACER (Progressive Aerobic Cardiovascular Endurance
							 Run)
* One-Mile Run
Upper Body Strength and Endurance*
* Push-Up
* Modified Pull-Up
Abdominal Strength and Endurance
* Curl-Up
Flexibility
* Trunk Lift
* Back-Saver Sit and Reach
* Shoulder Stretch
Body Composition
* Body Mass Index
* Bioelectric Impedance Analyzer
Cluster
Development of Movement Forms/Motor
							 Skills
PE.1
Identify, practice and apply general skills and
							 activity-specific skills to enhance motor proficiency.
PE.2
Participate in a variety of
							 competitive/non-competitive individual, dual, and team
							 sports/activities.
PE.3
Demonstrate offensive and defensive strategies while
							 participating in individual, dual, and team sports/activities.
PE.4
Performa variety of dance and rhythmic
							 activities.
Cluster
Physical Activity
PE.5
Identify physical activities that increase fitness
							 levels in addition to physical education class.
PE.6
Explain how physical activity participation patterns
							 are likely to change throughout one's life span.
PE.7
Identify a variety of regional outdoor adventure
							 activities.
PE.8
Identify and describe local, state, national and/or
							 international fitness and recreational resources and organizations.
PE.9
Assess the social, economic, cultural and
							 environmental factors that impact physical activity.
Cluster
Physical Fitness
PE.10
Demonstrate proper form when performing the following
							 muscular strength and endurance exercises (e.g., curl up, sit up, plank, push
							 up).
PE.11
Demonstrate proper form when developing flexibility
							 (e.g., trunk lift, sit and reach, shoulder stretch).
PE.12
Demonstrate proper pacing technique when running for
							 various periods of time or distance (e.g., sprint, jog, mile-run).
PE.13
Use fitness assessment results to identify personal
							 strengths and weaknesses and plan for personal improvement.
PE.14
Practice principles of training in the design and
							 implementation of a personal fitness program (e.g. F.I.T.T. Principle,
							 Progressive Overload, Muscle Recovery).
PE.15
Compare and contrast the fitness values of various
							 physical activities.
Cluster
Responsible Personal and Social
							 Behavior
PE.16
Examine potential risks of physical activity and
							 determine how to minimize those risks.
PE.17
Utilize responsible, considerate personal behaviors
							 in physical activity settings.
PE.18
Practice proper procedures and demonstrate etiquette
							 and fair play in physical activity settings.
PE.19
Explain the influence of peers on physical activity
							 participation and performance.