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. 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.
Identify seven dimensions of total wellness (e.g., physical, emotional, social, intellectual, spiritual, environmental, and occupational).
Describe the importance of proper nutrition and appropriate food choice.
Recognize potentially dangerous situations (e.g., bullying, harassment, drug use, criminal activities) and know how to obtain help.
Identify environmental hazards (e.g., poisonous plants, insect bites/stings, pollution).
Describe precautions and reactions to extreme weather conditions.
Describe how family, peers, community, and culture influence and support personal health practices and behaviors.
Identify legal and illegal drugs.
Discuss ways that technology can have a positive and negative influence on personal health.
Discuss how media may influence future behaviors (e.g., tobacco and alcohol use, violence, relationships).
Analyze and interpret nutritional value food labels.
Identify effective verbal and non-verbal communication skills (e.g., body language, restating, listening).
Demonstrate refusal skills to avoid risky behaviors or situations (e.g., drug use, criminal activity, being alone with a stranger, inappropriate digital communication).
Demonstrate assertive responses when asking for help in an emergency.
Set a personal health goal, identify resources to assist in achieving the goal, and track progress toward its achievement.
Distinguish between safe, risky, or harmful relationships and list strategies to reduce threatening situations (e.g., anger management, positive peer-pressure).
Demonstrate techniques for managing stress (e.g., exercising, meditation).
Identify strategies to change unhealthy behaviors.
- 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. 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.
Perform various motor skill techniques to independently develop/improve coordination.
Perform simple dance sequences using smooth transitions in speed, level, and direction in time to music.
Perform jump sequences with partner(s) using equipment.
Throw overhand with force and accuracy.
Dribble with hands or feet while evading an opponent.
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.
Use an implement to strike an object with force and accuracy.
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.
Participate in warm-up and cool-down procedures before and after vigorous activities.
Describe the health benefits of regular participation in physical activity.
Define the components of the F.I.T.T. principle of exercise (e.g., frequency, intensity, time, and type).
Demonstrate knowledge of the five health related fitness components (e.g., cardiovascular fitness, muscular strength, muscular endurance, body composition, flexibility).
Demonstrate knowledge of skill related fitness (e.g., speed, agility, balance, reaction time, power, coordination).
Identify school and community programs promoting lifelong physical activity.
Engage in lifestyle behaviors to increase physical activity outside of the physical education setting.
Record physical activity participation (e.g., in and outside physical education).
Work collaboratively, productively, and safely with a partner or small group.
Participate appropriately with those having different skills and abilities.
Demonstrate fair play in competitive settings regardless of the outcome.
Respectfully provide appropriate feedback to others.