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Educating for Health

Educating for Health

Author:
$37.00 USD

Available As



    Book

    Using a curricular approach called personal practical knowledge, this health education methods textbook takes you on a transformational journey that will help you become a master teacher of health education for children in grades preK through 8. That journey begins with an in-depth exploration of your uniqueness as a professional who will educate for health. Dr. Ubbes helps you turn your personal narrative into your professional identity and then guides you toward an understanding of children’s learning styles and the practical knowledge you will use to shape a relational pedagogy with your learners.

    Educating for Health explores pedagogical strategies that will help you bridge your understanding of health issues with your teaching. This book will help you translate education and health theories into practice as you

    • focus on the acquisition of cognitive-behavioral health habits in your students,
    • adapt your instruction and assessment options based on individual learning styles,
    • structure relationships and environments that are optimal for learning,
    • examine nine evidence-based instructional strategies that you can use as tools in educating for health, and
    • study design as an inquiry-based process for teaching and learning


    Dr. Ubbes also applies the ecological model of public health and Gardner’s theory of multiple intelligences in a new way and shows how to help children develop through a sensory-motor, cognitive-behavioral approach to health and well-being.

    Each chapter features several tools that will aid your understanding of the content:

    • Principles of Practice provide key point summaries.
    • Professional Voices showcase real-world teacher experiences as they relate to the chapter’s content and are ideal for professional discussion and dialogue.
    • Seeds of Growth: Signs, Symbols, and Patterns of Living and Learning provide student learning activities.
    • Web Links for Living and Learning offer additional student activities using the Internet.
    • Books for Living and Learning supply activities related to children’s books.


    Educating for Health will help you reflect on your professional identity and abilities as a teacher and give you the information you need for fostering the growth and development of your students.

    Audience

    Text for health education, physical education, and classroom preservice teachers. Also a text for elementary educators, teacher educators, and graduate course instructors and students.

    Table of Contents

    Preface

    Chapter 1
    Who We Are: Identity Formation
    Teacher as a Changing Learner and Leader
    Formation of Private, Personal, and Public Identities
    Goal of Identity Formation
    Epitome of Culture
    Conditions That Establish a Quality of Life
    Mystery of Life and Learning
    Foster a Culture of Wellness and Personal Well-Being
    Our Sensory-Motor and Cognitive-Behavioral Responses
    Need for Skill Development When Educating for Health
    Change Is Central to Our Lives as Human Beings
    Chapter Features

    Chapter 2
    Ways to Be: An Ontological Study
    Observing Children as Human Beings
    Ways to Be
    Learning Styles
    Narratives of Experience
    Your Voice Is a Part of the School’s Vision
    Human Beings First
    Personal Practical Knowledge
    Other Places to Educate for Health
    Ecological Model
    Objective Versus Subjective Structures for Teaching and Learning
    Wellness, Well-Being, and Wellness Space
    Hierarchies and Networks Inform Our Work
    Chapter Features

    Chapter 3
    Ways to Think: An Epistemological Study
    Constructivist Theory
    Constructivism in Education
    What Is Design?
    Design as an Inquiry Process
    Architectural Design
    Change Orders Are Common
    Examples of Change Orders When Educating for Health
    Role of Environment in Design
    Establishing a Learning Environment
    Establish Conditions for Learning
    What Is Developmentally Appropriate?
    What Is Culturally Sensitive?
    What Is Body–Brain Compatible?
    What Is Health Enhancing?
    Thinking as a Health Promoter
    Historical Significance of Knowledge Construction
    A Story of Professional Integration
    Developing a Philosophy to Educate for Health
    Design and Style
    Role of Literacy in Educating for Health
    Objective Knowing and Subjective Knowing
    Role of Neuroscience in Constructivist Theory: Zone of Proximal Development
    Communication as a Sensory-Motor, Cognitive-Behavioral Approach
    Chapter Features

    Chapter 4
    Ways to Know: Multiple Language Forms of Communication
    Different Signs and Symbols of Language
    Structure, Function, and Aesthetic Forms of Language
    Intelligence Defined
    Domain-Specific Information and Expert Performance
    Role of Human Senses in Information Processing
    Role of Language and Literacy in Educating for Health
    Literacy and Health
    Health Communication
    A Developmental Perspective of Language as Play
    Conceptual Design
    Design Problem Solving in Educating for Health
    Design for Action Potentials, Action Plans, and Action Research
    Habits of Health and Habits of Mind as Possibilities for Healthful Practices
    Problems of PreK-12 Health Curriculum
    Health Concepts Taught in Other Disciplines
    Building an Infrastructure for Health Education
    Need for Professional Teaming in Education and Health
    Chapter Features

    Chapter 5
    Ways to Structure Stories: Personal and Professional Frameworks
    Ways to Structure Stories
    Use of Children’s Literature
    Differences Between the Frameworks of Story and Theory
    Professional Stories of Health Education
    My Professional Philosophy
    My Personal Philosophy
    Philosophy of How to Educate for Health
    Multiple Professional Perspectives in Health
    My Interpretation of the Ecological Model
    Principles of Practice: The Contextual Model of Human Expertise
    Human Beings as Human Doings
    Curriculum as Text
    Historical and Philosophical Perspectives of Curriculum
    Issues of Quality Are a Pattern: Standards and Evidence
    Aesthetics Help Build Curriculum Thinking
    Chapter Features

    Chapter 6
    Ways to Design: Curriculum and Pedagogical Frameworks
    Epistemology of Constructivism and Its Relationship to Pedagogy
    Pedagogical Content Knowledge
    Evidence-Based Instructional Strategies Are Tools and Patterns for All Disciplines
    Theoretical Mapping of Three Learning Zones in Educating for Health
    Chapter Features

    Chapter 7
    Ways to Build Relationships Between People and Their Ideas
    Relationships With People
    Plans for Reflective Practice
    Contextual Issues of Space and Place
    A River Runs Through You
    Relationships Matter
    Informed Learning Episodes
    Professional Practices That Support a Relational Pedagogy: We Need Each Other
    Relationships Take Work
    Role of Schools in Building a Safe and Supportive Environment for Learning
    Chapter Features

    Epilogue
    References
    Index
    About the Author

    About the Author

    Valerie A. Ubbes, PhD, CHES is an associate professor in kinesiology and health at Miami University. She has taught pedagogy courses since 1980 and has developed three pedagogy courses for which she has published three books.

    Dr. Ubbes is also project director of the Children's Picture Book Database at Miami University (www.lib.muohio.edu/pictbks). Her multidisciplinary database was recognized by the International Society for Technology in Education (2005) as one of the 101 best Web sites for elementary teachers. In 1995, she wrote the first integrated curriculum book that was aligned with the National Health Education Standards, and she has served as the health in education network facilitator for the Association for Supervision & Curriculum Development. She is an active member of the American Association for Health Education.

    In her spare time, Dr. Ubbes enjoys landscaping, flower gardening, bicycling, reading, playing her bassoon, and traveling with her family. Her life goal is to promote human well-being across the life span, leading to a higher quality of life and learning for all.