NAC389.455. Health.

Instruction in high school in health must be designed so that pupils meet the following performance standards by the completion of high school:

     1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

     (a) Evaluate the effect of family history, health choices and level of stress on the health of a person;

     (b) Formulate a strategy for personal health that includes the use of self-reflection to achieve overall wellness;

     (c) Apply knowledge of food and nutrient needs when making decisions regarding food choices and meal plans;

     (d) Apply knowledge of physical activity and health to develop a plan for daily activity;

     (e) Analyze the physiological, psychological and social effects of the use and abuse of a substance;

     (f) Examine ways to reduce or prevent injuries and violence;

     (g) Analyze the potential for injury, illness or death which results from a person engaging in behavior that increases health risks;

     (h) Evaluate the effects of advances in research and medicine on the prevention and control of illnesses and diseases;

     (i) Analyze the influence of the environment on the health of a person and the health of the community; and

     (j) Explain the role of consumers in preventing the spread of illness and disease.

     2. Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

     (a) Evaluate the validity of health information, products and services; and

     (b) Use resources, including, without limitation, resources from home, school and the community, that provide reliable information regarding health products and services.

     3. Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

     (a) Analyze a variety of behaviors that avoid or reduce health risks to the pupil and others;

     (b) Implement a wellness plan that meets dietary guidelines and includes moderate to vigorous physical activity;

     (c) Evaluate the behaviors of the pupil for the use and abuse of substances;

     (d) Demonstrate practices and behaviors to avoid injury and reduce the risk of injury to the pupil or other persons, including, without limitation, refraining from driving while impaired, using a safety belt, refraining from fighting and avoiding self-harming behaviors; and

     (e) Evaluate the responsibility of a pupil in promoting health and avoiding or reducing behaviors that increase health risks to the pupil or other persons.

     4. Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

     (a) Analyze how different sources support and challenge beliefs, practices and behaviors concerning the health of a person;

     (b) Analyze how a person’s perceptions of norms affect the behaviors concerning his or her health and the health-related risks taken by him or her;

     (c) Evaluate different sources that influence a person’s food choices and physical activity habits;

     (d) Conduct a self-evaluation of the influence of different sources on the development of values regarding the use and abuse of substances, including, without limitation, prescription medications and over-the-counter medications;

     (e) Analyze current events and the influence of those events on the promotion of health and the prevention of disease; and

     (f) Evaluate the impact of media and technology on the health of a person, a family and the community.

     5. Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

     (a) Apply refusal, negotiation and collaboration skills to enhance health;

     (b) Communicate acceptance of the physical and developmental characteristics of the pupil and other persons;

     (c) Implement communication skills to enhance the ability of the pupil to make responsible decisions regarding the use and abuse of substances; and

     (d) Apply strategies to prevent or resolve conflicts without harming the pupil or other persons.

     6. Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Implement strategies to monitor the progress of the pupil toward achieving a short-term personal health goal and a long-term personal health goal;

     (b) Execute a plan that addresses the pupil’s strengths, needs and risks in achieving short-term personal health goals and long-term personal health goals; and

     (c) Create a plan of action toward improving the community and environment.

     7. Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

     (a) Implement activities that influence and support a person in making positive health choices; and

     (b) Design a message that enhances and promotes community health.

     8. Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Formulate a plan to effectively enhance personal health;

     (b) Evaluate the effectiveness of making decisions regarding the use and abuse of substances;

     (c) Determine the benefits of applying a thoughtful decision-making process in situations concerning health; and

     (d) Examine barriers in the community that impede the ability to make healthy decisions.

     (Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009)