1. Unit 1 Health FoundationUnit 1 Health Foundation
1-3 Health Skills1-3 Health Skills

2. Specific tools and strategies to improve health.Specific tools and strategies to improve health.
 Decision Making
Communication Skills
 Refusal Skills
 Conflict Resolution Skills
 Stress Management
Goal Setting
Health SkillHealth Skill

3. Decision Making
 Making big decisions can be tough
and you may feel overwhelmed
wondering about what decision is
right for you.
 The uncertainty of the
consequences can cause
nervousness.
 Sometimes both decisions would
be good, but deciding which one is
best can be hard.
 Many things can influence our
decisions and make us feel
pressure.

4. Decision MakingDecision Making
G ive thought to the problemG ive thought to the problem
R eview your choicesR eview your choices
E valuate the consequences of eachE valuate the consequences of each
optionoption
A ssess your valuesA ssess your values
T ake action and Think it over afterwardT ake action and Think it over afterward
WRITE THAT DOWNWRITE THAT DOWN

5. GGiveive thought to the problemthought to the problem
Ask yourself questions about the problemAsk yourself questions about the problem
•Who is involved?Who is involved?
•Are you feeling pressure?Are you feeling pressure?
•What is influencing my decision or options?What is influencing my decision or options?
•How much time do you have to decide?How much time do you have to decide?

6. RReview your optionseview your options
• What are all the possible options?
• List them
• Who can I talk to about my options?
• Do I need to research options?

7. EEvaluate the consequencesvaluate the consequences
• What are all the possible
consequences for each option.
• There will be multiple consequences
for each option.

8. AAssess your valuesssess your values
• What are your values?
• What values are most important to you?
• Do any of these choices go against your
values?
• Do any of these choices make you feel
uncomfortable?

9. TThink it over after wardshink it over after wards
• Think about the outcome of your decision.
• Is this the outcome I expected?
• How did this affect me?
• How did this affect others?
• Would I make the same decision again?
• What would I change?
• Were there any consequences I didn’t think
of?

10. What do they stand for?What do they stand for?
G
R
E
A
T

11. What are some specificWhat are some specific
benefits or advantages tobenefits or advantages to
making decisions using thismaking decisions using this
method?method?

12. I Do…
Scenario: I cannot decide if I
should go to college or just get a
job straight out of high school?

13. Give Thought to the Problem
Ask yourself questions about the problemAsk yourself questions about the problem
•Who is involved?Who is involved?
• Me, my future spouse, and children, my parents can’t takeMe, my future spouse, and children, my parents can’t take
care of me forever, my country,care of me forever, my country,
•Are you feeling pressure?Are you feeling pressure?
• I am feeling pressured by the school to go. I also look at myI am feeling pressured by the school to go. I also look at my
parents who have a hard time making money and thatparents who have a hard time making money and that
pressures me to go as well.pressures me to go as well.
•What is influencing my decision or options?What is influencing my decision or options?
• The school, my parents, my friends don’t think they need toThe school, my parents, my friends don’t think they need to
so that is influencing me. I read something on the internetso that is influencing me. I read something on the internet
saying college was over rated. Money. I also read somethingsaying college was over rated. Money. I also read something
on the internet that says going to college will GREATLYon the internet that says going to college will GREATLY
increase my earning power. Laziness,increase my earning power. Laziness,
•How much time do you have to decide?How much time do you have to decide?
• I thought until college, but I actually need to get grades toI thought until college, but I actually need to get grades to
get into college.get into college.

14. Review the options
 I could do a technical education course at the high school.
 I could get certified to do something else that required
less school.
 I could not make very much money
 I could run my own business and hope it does well.
 I could go to a less expensive Junior College.
 I could work part time and only go to school part time.
 I could take out a loan and finish as quickly as possible.
 I could fill out a financial aid application and get help paying for it.
 I could try to get an academic or sports scholarship.
 I could get a certification and then work to get a degree.

15. Evaluate the Consequences
 I could do a technical education course
at the high school.
 Get done quickly
 Get it free
 I’ll be busier
 I could run my own business and hope it
does well.
 Takes a lot of work
 Many people go bankrupt
 Not as stable of a job
 Great opportunity
 I could go to a less expensive Junior
College.
 Save money
 Have to eventually transfer
 I could work part time and only go to
school part time.
 Take longer
 Have more time
 Have no debt
 I could take out a loan and finish as
quickly as possible.
 Finish faster and get into the job
market
 Have debt to pay off
 I could fill out a financial aid application
and get help paying for it.
 Get help!
 No negative consequences

16. Assess my Values
 Going to School.
 Hard work, Dedication, Education,
 Starting into the workforce.
 Less money
 Sometimes no benefits
 Job security
 Less education

17. Take Action and Think it over after
 I decided to go to school,
I got financial aid I
worked during the
summers and I
graduated with no
debt!!!

18. We DoWe Do
Situation A: Your friend has been spending a lot of time with a new “friend” of the opposite
sex. They are starting to worry about their friendship, because she/he likes your friend in a
romantic way and they do not feel the same way. They do not want to hurt their feelings, but
also don't want to give him or her the wrong idea. Write out a GREAT decision model to help
them out.
Situation B: Your best friend has been cutting classes a lot and acting differently than usual.
You know your friend's parents are splitting up and it has your friend pretty upset, but he/she
hasn't been willing to talk to you about it and seems really distant. One day, you notice
scratches and cut marks on your friend's arm. Use the GREAT decision model to make a
decision.
Situation C: You go over to a friend's house for dinner. His/her parents leave, and before you
know it your friend's older brother has brought out a bottle of Vodka. You have never drunk
alcohol before, and you are not really sure you want to. Your friend is encouraging you to
have some. Use the GREAT decision model to make a decision.
Situation D: Your partner of six months asks you how you feel about sex. He/she really
wants to have sex with you. You feel pretty sure that you are not ready and would like to wait,
but you are afraid that he/she will want to break up if you say no. Use the GREAT decision
model to make a decision.

19. ““And they livedAnd they lived
happily ever after?”happily ever after?”

21. Values
Peers
Media
Family
Faith
Emotions

22. Direct Pressure:Direct Pressure:
Someone tries to
convince you to do
something you
normally wouldn’t.
Example: Your friend
tries to talk you into skipping
class.
Indirect Pressure:Indirect Pressure:
Being swayed by
your thoughts,
beliefs, or habits to
do something.
Example: Your friend is
making fun of someone who does
well in school then they later ask
you what you got on a math test
which you aced.

23. Identify the following forIdentify the following for
each scenarioeach scenario
1.1.InfluenceInfluence
2.2.Positive or NegativePositive or Negative
3.3.Direct or Indirect PressureDirect or Indirect Pressure
Be able to support your answerBe able to support your answer

24. Habits
Esteem
Values
Peers
Media
Family
Faith
Emotions
Jamie buys another expensive cell phone she can
hardly afford because the model on the
commercial is beautiful and says, “with this phone
I always stay connected to the ones I love.”
Kirin wants to go snowboarding with her friends at
5:30 AM, Saturday morning. She is used to going
back to sleep for an extra 30 minutes before
school after her alarm goes off and she ends up
missing her ride.
Media: Negative: Indirect
Habits: Negative: Indirect

25. Habits
Esteem
Values
Peers
Media
Family
Faith
Emotions
Emily decides not to smoke since she has
seen how hard it has been for her grandpa
to quit smoking. (What if her grandpa told
her never to smoke while he was dying?)
All Matt’s friends sneak into a movie, and
call him a wimp when he tries to go home.
He sneaks in with them.
Candace yells at her Mom because she’s
angry about school. Her dad tells her “not to
talk like that to her mother.” She realizes
he’s right and she apologizes.
Family: Positive: Indirect
Peers: Negative: Direct
Family: Positive: Direct

26. Health SkillsHealth Skills1-41-4
Decision Making
Refusal Skills
Goal Setting

27. Refusal SkillsRefusal Skills
Communication strategies that can help you
say no when you are urged to take part in
behaviors that are unsafe or unhealthful.

28. Think of a time in your life whenThink of a time in your life when
you stood up for your values. Or ayou stood up for your values. Or a
time when you didn’t dotime when you didn’t do
something because you knewsomething because you knew
you shouldn’tyou shouldn’t..
 What or Who was pressuring you to do this?
 What helped you not do it?
 How did you feel afterwards?
 How do you feel now looking back on it?
 What would you say you learned from this
experience that you could tell others?

29. Refusal SkillsRefusal Skills
1. Ask Questions
2. Name the Trouble
3. State Consequences
4. Suggest Alternatives)
5. Move it, Sell it, Leave the door open (Tell them
where you’ll be and they can join if they want
USE THESE IN ORDER 1-5

30. Ask QuestionsAsk Questions
Who?
What?
Where?
When?
How?

31. Name the TroubleName the Trouble
That’s cheating
That’s illegal
That’s wrong
That’s not very smart
That could kill you
That’s just wrong
That won’t make you happy

32. State ConsequencesState Consequences
“That will make me sick.”
“My Mom would ground me.”
“That’s not a good idea, someone
could get hurt.”
“I don’t want to get in trouble.”
“I could be suspended.”
“

33. Suggest AlternativesSuggest Alternatives
“We could watch a movie at my house instead.”
“I’m going to go get a slurpee.”
“I think we should go play basketball instead.”
“Let’s go play video games instead”
“Let’s go to the mall instead.”

34. Move it, Sell it,Move it, Sell it,
Leave the door openLeave the door open
“Hey well I’m going to go get a slurpee
and watch a movie at my house. You can
come if you like. Just call me.”

35. Make a Skit Using the 5Make a Skit Using the 5
Refusal SkillsRefusal Skills
1.1. Setting and ProblemSetting and Problem
Take a minute to set up the scene, characters, and theTake a minute to set up the scene, characters, and the
problem or situation. (High School, Mall, Car, Fairytale,problem or situation. (High School, Mall, Car, Fairytale,
Hollywood, Family of Bears in the woods, super heros,Hollywood, Family of Bears in the woods, super heros,
movie set)movie set)
1.1. Use all 5 steps in orderUse all 5 steps in order
2.2. Positive Example/Result of using the refusal skillsPositive Example/Result of using the refusal skills
3.3. Must be decent, tactful, inoffensive, and CREATIVE.Must be decent, tactful, inoffensive, and CREATIVE.
4.4. 2-4 Minutes, everyone is involved, parts are memorized.2-4 Minutes, everyone is involved, parts are memorized.
5 points per number5 points per number

36. Hit the TARGETHit the TARGET

37. GoalGoal- Something you work for and hope to achieve.- Something you work for and hope to achieve.

38.  What are some goals you have achieved?
 Why is it important to set HEALTH goals
now?
 What helps you be more likely to achieve
your goals.

39. a multi-step strategy to identify and achieve your goals.
1. WRITE: Put your goals in writing. Be specific.
2. SMALL GOALS: List what you will do to reach your goal.
(3 short term goals)
1. SUPPORT: List 2 sources of help and support
2. DEADLINE: Set a time to reach your goal by
3. CHECK POINTS: Set up 2 check points to reach your goal
(Goal Check Journals) (Set up your own reminders)
1. REWARD: Give yourself a reward once you have
achieved your goal.

40.  Students will write their own action plan for a REAL and
ATTAINABLE goal. This goal needs to have a definite line
for success or failure.
 Students will work on their goal for the entire quarter and
will report on whether they succeeded or failed. Students
will only receive full credit if they met their goal. If they
did not meet their goal they can write another goal that is
more attainable and reach that for full credit.
 PROOF is required for goals that are met. Ex. Proof of
weight loss, proof of mile time improvement, report card,
video of a learned trick, a note from a parent or coach.
 Time line-
 Due Date

41.  Complete Action Plan with all areas…..10
 Typed up journal of check points….10
 ½ Page written on why you chose your goal, how you
accomplished or did not accomplish it, and what you
think will help you set and achieve more goals in the
future….10
 Proof of the results of your goal….10
 You attained your goal…10
 TOTAL 50 pts

42. 1. Run a mile in 6 min 20 seconds.
2. A. Run for 30 minutes 3x per week
B. Drink 4 bottles of water each day
C. Eat 3 balanced meals per day.
3. Mom- she can run with me.
Sister-Tests my mile run 2x B4 my
deadline.
3. November 1st
4. Run a mile 1x every 3 weeks.
5. Go out and buy a new shirt.

43. Work the rest of class on any assignments that will be due soon