High School Nutrition Education Curriculum
- Physical Education: Grade(s) 9-12
- Sports Performance/Weight Training: Elective
The High School Nutrition Education Curriculum is a 9-Unit schedule designed for use with Educators in alliance with Critical Reload Performance Nutrition Course. Utilizing the National Health Education Standards (NHES), the curriculum fits within a structured Physical Education/ Weight Training class during a 14-20 week semester.
Scope & Sequence
Introduction To Nutrition:
Link To Super Performance
The Non-Energy Nutrients
The Bioenergetics of Sport
Sleep & Rest
Example of 18-Week Semester Lesson Plan
Health and wellness education are a part of every robust physical education program. SHAPE America has established the standards to serve as the foundation of a well-designed program. National PE Standard 3 states “the physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. While most sports performance/weight training programs address physical development, they fall short on health-enhancing enrichment opportunities. This course is designed to fit within a structured PE/ Wt Training class and allow both virtual and in-person instructional opportunities specific to nutrition. To guide the instruction into the details of the benefits of performance nutrition, the National Health Education Standards (NHES) will be utilized with attention to the performance indicators for the grade span of grades 9-12. The performance indicators will reflect what the student will know (facts, vocabulary, etc), understand (concepts) and be able to do (skills). The standards and performance indicators covered during this course are:
NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Rationale: The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators.
NHES 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Rationale: Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth, including personal values, beliefs, and perceived norms.
NHES 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.
Rationale: Access to valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Application of the skills of analysis, comparison, and evaluation of health resources empowers students to achieve health literacy.
NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Rationale: Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict.
NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Rationale: Decision-making skills are needed to identify, implement, and sustain health-enhancing behaviors. This standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve their quality of life.
NHES 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Rationale: Goal-setting skills are essential to help students identify, adopt, and maintain healthy behaviors. This standard includes the critical steps that are needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future.
NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Rationale: Research confirms that practicing health-enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk-taking behaviors. This standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy behaviors.
NHES 8: Students will demonstrate the ability to advocate for personal, family, and community health.
Rationale: Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health-enhancing messages and to encourage others to adopt healthy behaviors.