It's All in the Delivery! An Analysis of Instructional Strategies From Effective Health Education Curricula
Corresponding Author
Patrick C. Herbert MS
Doctoral Student and Associate Instructor, ( [email protected] ), Department of Applied Health Science, Indiana University, HPER 116, Bloomington, IN 47401.
Patrick C. Herbert, Doctoral Student and Associate Instructor, ([email protected]), Department of Applied Health Science, Indiana University, HPER 116, Bloomington, IN 47401.Search for more papers by this authorDavid K. Lohrmann PhD, CHES, FASHA
Professor of School Health Promotion and Director of Graduate Studies, ( [email protected] ), Department of Applied Health Science, Indiana University, HPER 116, Bloomington, IN 47401.
Search for more papers by this authorCorresponding Author
Patrick C. Herbert MS
Doctoral Student and Associate Instructor, ( [email protected] ), Department of Applied Health Science, Indiana University, HPER 116, Bloomington, IN 47401.
Patrick C. Herbert, Doctoral Student and Associate Instructor, ([email protected]), Department of Applied Health Science, Indiana University, HPER 116, Bloomington, IN 47401.Search for more papers by this authorDavid K. Lohrmann PhD, CHES, FASHA
Professor of School Health Promotion and Director of Graduate Studies, ( [email protected] ), Department of Applied Health Science, Indiana University, HPER 116, Bloomington, IN 47401.
Search for more papers by this authorAbstract
BACKGROUND: This study explores the relationship between instructional strategies and effective health education curricula.
METHODS: A content analysis of 10 health education curricula was conducted to determine if they include common instructional strategies for actively engaging students in acquisition of health skills. To be included, the curricula had to (1) be research-based and proven via empirical testing to positively influence the health behaviors and (2) address 1 of Centers for Disease Control and Prevention's 6 priority health risk behaviors.
RESULTS: Content analysis revealed 5 active learning strategies incorporated to involve students in acquiring health skills. Role play, group cooperation, and small group discussion were found in all 10 curricula. To a lesser extent, interactive technology and team games were also included.
CONCLUSION: When combined with previous research regarding the characteristics of effective teachers, it becomes clear that effective health education is delivered by teachers who employ a wide repertoire of active learning strategies while devoting substantial instructional time to those specific strategies that involve students in skills practice.
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