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.
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.
Identify responsible health behaviors to avoid the spread of contagious diseases.
Describe the functions of the circulatory, respiratory, nervous, endocrine systems of the human body.
Describe the harmful effects of excessive sun exposure and identify ways to reduce overexposure.
Identify specific community resources providing health care, health information, and health enhancing activities.
Explore how the media attempts to influence thoughts, feelings, and health behaviors.
Develop and practice a personal hygiene plan.
Recognize and accept individual differences in others (e.g., skills, appearance, gender).
Discuss the improper use and abuse of drugs.
Examine food labels and nutritional value.
Discuss examples for food advertising and influences on personal health.
Identify and discuss TV and other media programs exemplifying healthy family relationships.
Examine the consequences of not using appropriate safety skills and equipment for recreational purposes.
Plan a balanced meal using proper nutrition guides.
Define risk-taking behaviors and resulting consequences.
Explain the physical, social, and emotional changes that occur during puberty and adolescence.
- 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 FitnessGram® shall be administered to all students in grades four through eight and the required high school course.
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. 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.
Demonstrate critical elements or components for the kick, catch, throw, dribble with hands and feet, and jump/land.
Strike, toss, and catch objects using short and long-handled implements.
Volley an object to self.
Jump a single rope continuously using a variety of jump skills.
Apply strategies for chasing, fleeing, and evading in a variety of activities.
Perform rhythmic sequences using equipment.
Dribble and kick an object while moving.
Demonstrate proper form when performing the following muscular strength and endurance exercises (e.g., curl up, sit up, plank, push up).
Demonstrate proper form when developing flexibility (e.g., trunk lift, sit and reach, shoulder stretch).
Demonstrate proper pacing technique when running for various periods of time or distance (e.g., sprint, jog, mile-run).
Use fitness assessment results to identify personal strengths and weaknesses and plan for personal improvement.
Match various exercises to the appropriate fitness components (e.g., push-up to upper body strength, curl up to abdominal strength).
Identify the components of the F.I.T.T. principle of exercise: frequency, intensity, time, and type.
Identify the characteristics of activities needed to maintain health-related fitness.
Work cooperatively, productively, and safely with a partner or small group
Demonstrates the importance of rules and etiquette in physical activities.
Define fair play and provide examples of fair play in a variety of activities.
Identify examples of appropriate feedback.