Educational and Evidence Base for Health for Life
Overview
The Centers for Disease Control and Prevention (CDC, 2013) has described 4 essential qualities
and 15 characteristics of an effective health education program, including the need for an
evidence base and a basis in sound educational theory. Health for Life (McConnell, Corbin,
Corbin, & Farrar, 2014) and its accompanying instructional materials conform to those qualities
and characteristics set forth by the CDC.
A foundation in domain-specific educational standards is also essential for high-quality
programs. Health for Life (McConnell, Corbin, Corbin, & Farrar, 2014) is based on current
standards for Health Education (SHAPE America, 2007). In addition Health for Life meets
standards for physical education and fitness education for specific topics such as physical
activity and fitness, nutrition, stress management, and consumerism (SHAPE America: Physical
Education, 2014; SHAPE America: Fitness Education Framework, 2012). Healthy People 2020
health goals for the nation (USDHHS, 2010) and Career and College Readiness Standards
(CCSSI, 2015) also provided guidance in content selection. Finally, Health for Life was prepared
using a formula that has been successful for several award-winning theory-driven evidencebased programs.
CDC Essential Qualities of an Effective Health Education Curriculum
The Centers for Disease Control and Prevention (CDC) identified four qualities that are essential
to an effective health education curriculum. Each of these is reflected in the Health for Life
program:
1. Teaching functional health information (essential knowledge). Health for Life focuses on
knowledge that addresses all essential health education topics, including the prevention of
alcohol, drug, and tobacco use; the promotion of priority lifestyles (physical activity, nutrition,
and stress management); the promotion of mental, emotional, personal, and sexual health and
wellness; the promotion of safety; and the prevention of violence.
2. Shaping personal values and beliefs that support healthy behaviors. Health for Life
challenges students to explore their values and beliefs and provides them with repeated
opportunities to examine what influences their values and beliefs and how their behaviors are
changed as a result.
3. Shaping group norms that value a healthy lifestyle. Throughout the Health for Life
program, students are given opportunities for peer-to-peer interactions that affirm healthpromoting beliefs; counter perceptions about peer behaviors in relation to risky health behaviors;
and promote healthy choices in their school, family, and community.
4. Developing the essential health skills for adopting, practicing, and maintaining healthenhancing behaviors. In every chapter of Health for Life, students engage in self-assessing their
health status and behaviors, setting health behavior goals, and creating action plans for behavior
change. In addition, each chapter provides opportunities for skill development in relation to skills
for healthy living such as goal setting, time management, changing attitudes, building refusal
skills, and providing social support.
Characteristics of an Effective Health Education Curriculum
The CDC (CDC, 2013) states that less effective curricula often overemphasize teaching scientific
facts and increasing students’ knowledge. While it is important to learn basic health knowledge
and to gain health literacy, an effective curriculum must translate that knowledge into skills that
promote long-term behavior change. As such, experts in the field of health education have
identified a set of characteristics that are associated with an effective overall curriculum that
promotes long-term behavior change:
1. Focuses on clear health goals and related behavioral outcomes. Health for Life
demonstrates this characteristic in several ways. First, each unit of the text identifies the Healthy
People 2020 behavioral objectives that are reinforced in the associated chapters. In addition, the
first unit of the book teaches students the foundations of behavior change, and each subsequent
chapter provides opportunities for developing behavior change and skills for healthy living.
Through features such as Self-Assessment and Planning for Healthy Living, students are given
opportunities to develop relevant behavioral outcomes and to set their own health goals.
2. Is research based and theory driven. Health for Life relies on several key theories that
inform the text’s content as well as the learning opportunities provided for students:
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Social learning theory. Also referred to as social cognitive theory, this theory
emphasizes the importance of self-efficacy and positive expectations in making behavior
changes. It also emphasizes the importance of trying ability-appropriate tasks to gradually
enhance self-efficacy for a specific task. The theory suggests that a person must value the
outcomes of a behavior if a change in behavior is the goal.
Self-determination theory. Central to self-determination theory is personal autonomy.
Autonomy refers to the ability of a person to make his or her own decisions. Feelings of
competence at mastering skills or tasks are also critical to the theory. Making personal
choices is emphasized rather than making choices based on external pressures to comply.
Intrinsic (internal) motivation is considered to be more important than extrinsic (external)
motivation (e.g., rewards, payments). In self-determination theory, intrinsic motivation is
a major factor in making choices to adopt a behavior because it makes them fulfilling
rather than coerced.
Theory of reasoned action. This theory suggests that a person’s behavior is most
associated with the person’s stated intention to carry out the behavior. According to this
theory, a person’s intentions are influenced by attitudes (beliefs) and the social
environment (opinions of others).
Theory of planned behavior. This theory has many of the tenets of the theory of
reasoned action but includes the concept of perceived control over the environment. If a
person is to change a behavior, she must believe that she has some control over the
factors that influence the behavior. Perceived control is in many ways similar to selfefficacy in social cognitive theory.
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Health belief model. A model is similar to a theory in that it provides a blueprint for
behavior change. This model suggests that a person’s health behavior is related to five
factors: the belief that a health problem will have harmful effects, the belief that a person
is susceptible to the problem, the belief that the perceived benefits of changing a lifestyle
will prevent the problem, the belief that overcoming barriers to the problem will solve the
problem, and confidence that the person can do what is necessary to prevent or solve a
problem.
Social ecological model. This model is based on the idea that health behavior change is
influenced by the interaction of factors from the cultural, social (intrapersonal), and
physical environment. For example, when people practice a negative behavior such as
smoking, they affect the environment. Others in the environment are then exposed to a
health risk. Unlike the other theories and models, the social ecological model emphasizes
the importance of a multitude of social and environmental factors rather than personal
health behavior change.
Transtheoretical model. This model is also referred to as the stages of change. The
model uses elements of all of the previously described theories and models. As noted in
the student text, the model suggests that health behavior change does not occur all at
once. Rather, five stages exist and behavior change occurs when people move from one
stage to another. The model also emphasizes the importance of the process of change,
including factors such as goal setting, self-monitoring, self-assessment, and planning.
All of the Skills for Healthy Living features (see table 1 below) in the text are derived from these
theories and models. These are skills for healthy living that help students change, or enhance,
their lifestyle. There are three kinds: those that help with beginning to change, those that help in
making a change, and those that help in maintaining a change. These skills are presented in the
student text, and activities that help in developing the skills are supported by the lesson plans.
Skills for Healthy Living provide the basis for adopting healthy lifestyles. Students not only
learn about these skills for healthy living, but they also get the opportunity to practice them. As
with any skill, practice is critical to the effective use of skills for healthy living.
Table 1: Skills for Healthy Living
Skill
Selfassessment
Description
This skill allows you to evaluate your
current status for markers of health and
wellness or particular health behaviors.
Examples include assessing personal
fitness, nutrition, and stress level.
Goal setting
This skill helps you set goals that are
SMART (specific, measurable,
attainable, realistic, and timely) for
changing health behaviors.
Benefits
 Helps you
objectively
determine your
current status.
 Helps you set goals
and plan a program
to change your health
behavior.
 Provides a road map
for change.
 Helps you prepare a
plan for changing
your health behavior.
Self-planning
This skill has five steps that serve as an
outline for planning a personal program
for health behavior change.
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Selfmonitoring
This skill helps you keep records (logs
or a journal) to see whether you’re
actually doing what you think you’re
doing—whether you’re meeting
personal goals and complying with
your planned program for changing
your health behavior.
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Overcoming
barriers
Time
management
This skill helps you find ways to stick
with a behavior change despite
obstacles such as lack of time, lack of
safe places to be active, and difficulty
selecting healthy foods.
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This skill helps you schedule time
efficiently so that you have more time
for the important things in life.
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This skill helps you stick with healthy
behaviors even when you have
problems getting motivated or when
other people or situations tempt you to
make unhealthy decisions.
Finding
This skill helps you stick with healthy
social support behaviors by getting support from
friends and family members.

Providing
Being a healthy citizen includes being
social support able to help others when they are at risk
for injury, illness, or death. This skill
involves identifying risks,
communicating effectively, and finding

Relapse
prevention
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Helps you commit in
writing to goals and
changing your
behavior.
Provides a measuring
stick for evaluating
whether you’ve
accomplished your
goals.
Helps you evaluate
your progress in
meeting goals and
adhering to your
program.
Helps you stay
motivated to stick
with your program.
Helps you keep
useful records.
Helps you begin
making changes.
Helps you stick with
your changes.
Helps you eliminate
excuses and succeed.
Helps you see how
you use your time.
Helps you take care
of priorities.
Helps you reduce
stress.
Helps you adhere to
healthy behaviors.
Helps you persist and
meet your goals.
Helps you adhere to
healthy behaviors.
Helps you prevent
relapse.
Helps you build selfconfidence and social
wellness.
Helps you develop
social responsibility.
Saying no
Conflict
resolution
Critical
thinking
Performance
Self-help
appropriate resources.
This skill helps you avoid doing things
you don’t want to do, especially when
you’re under pressure from friends or
other people.
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This skill helps you resolve problems
that arise at school, at home, or in other
circumstances.

This skill enables you to find and
interpret information that helps you
make good decisions and solve
problems related to your health. One
critical thinking skill that you will
address in this book is evaluating
nutrition information.
This type of skill involves performing
tasks of daily living (e.g., typing,
cooking) and tasks that make your
leisure time enjoyable (e.g., playing a
sport).
This type of skill helps you be safe and
healthy and able to help others as well.
Examples are: knowing first aid and
CPR, using safety equipment (e.g.,
helmet and pads for in-line skating),
and practicing good personal health
habits (e.g., tooth brushing and
flossing).
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Helps you adhere to
healthy behaviors.
Helps you stay on
track to meet your
goals.
Helps you reduce
stress.
Helps you maintain
friendships and other
good relationships.
Helps you set goals.
Helps you plan your
program.
Helps you be a wise
health consumer.
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Helps you enjoy life.
Contributes to
healthy living.

Helps you be healthy
and well.
Helps you be safe
and avoid injury.
Allows you to
contribute to the
health and safety of
others.
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3. Addresses individual values, attitudes, and beliefs. Health for Life provides multiple
opportunities for students to examine personal attitudes, values, and beliefs through discussions,
debates, and consensus-building activities as part of the Healthy Communication and Connect
features in the text. In addition, the lessons associated with each chapter provide opportunities
for exploration of how individual and societal values, attitudes, and beliefs influence health
behaviors.
4. Addresses individual and group norms that support health-enhancing behaviors.
Throughout the Health for Life text, students are provided with points of reference about positive
and negative norms and trends related to specific health behaviors. In addition, many of the
lesson plans provide opportunities for students to analyze, role-play, and identify how norms
affect health decisions and health behaviors among individuals, groups, and society at large.
5. Focuses on reinforcing protective factors and increasing perceptions of personal risk and
harmfulness of engaging in specific unhealthy practices and behaviors. According to the
CDC, this characteristic means that an effective curriculum provides opportunities for students to
validate positive health-promoting beliefs, intentions, and behaviors. It provides opportunities for
students to assess their vulnerability to health problems, actual risk of engaging in harmful health
behaviors, and exposure to unhealthy situations. Every chapter of Health for Life contains an
individual self-assessment and asks students to evaluate their personal risks related to a variety of
health behaviors and choices and provides them with opportunities to define goals to change
unhealthy behaviors or maintain healthy ones.
6. Addresses social pressures and influences. This characteristic is well supported throughout
Health for Life and the associated lesson plans. In addition, the Connect feature questions, which
provide opportunities for students to focus on the analysis of social pressures, media influences,
and peer pressures to engage in unhealthy and healthy behaviors, are a central feature of each
chapter.
7. Builds personal competence, social competence, and self-efficacy by addressing skills.
Essential skills such as communication, refusal, information literacy, decision making, planning
and goal setting, self-control, and self-management are critical elements of the Health for Life
program. Each chapter in the text contains a Making Healthy Decisions feature and a Skills for
Healthy Living feature (see table 1), which are also the focus of a dedicated lesson plan each
week. For each lesson plan that focuses on skill development related to the Skills for Healthy
Living, students are guided through a series of developmental steps:
a. Identifying the importance and relevance of the skill through a designated case study and
discussion questions (presented in the text)
b. Specific steps for skill development (presented in the text)
c. Opportunities to model and practice or rehearse the skill (presented in the lesson plans)
d. Opportunities for feedback and further practice and reinforcement (presented in the
lesson plans)
8. Provides functional health knowledge that is basic and accurate and directly contributes
to health-promoting decisions and behaviors. The content in Health for Life supports healthy
decision making and healthy behavior change. Each lesson plan contains a Lesson Application
where student knowledge is used to support health-promoting decisions and behaviors. In
addition, while Health for Life provides a full range of health education topics, special emphasis
is placed on the healthy lifestyle choices of physical activity, nutrition, and stress management.
9. Uses strategies that personalize information and engage students. The lesson plans in
Health for Life each have five elements: Bell Ringer, Lesson Focus, Lesson Application,
Reflection and Summary, and Evaluate. Students are given multiple opportunities to engage with
the content. Each chapter review in the text contains a critical thinking question as well as a
project opportunity. Key health concepts, creative expression, personal reflection, diverse
perspectives, and critical thinking skills are developed through the instructional strategies used in
the lesson plans.
10. Provides age-appropriate and developmentally appropriate information, learning
strategies, teaching methods, and materials. Students have the opportunity to understand,
develop, and apply skills in behavior change, self-management, self-assessment, peer interaction,
program planning, critical health information, and goal setting in relation to health-enhancing
behaviors. In addition, the Health Technology and Health Science features bring age-appropriate
topics of interest to high school students (e.g., Internet safety, use of computer applications to
assist behavior change, and evaluating web information). Together, these opportunities empower
students to make healthy choices now and throughout their lives.
11. Incorporates learning strategies, teaching methods, and materials that are culturally
inclusive. Health for Life reinforces cultural diversity through its presentation (i.e., illustrations
and photographs), examples used (i.e., Making Healthy Decisions and Diverse Perspective
features), information provided (i.e., cultural influences on specific health behaviors, cultural
differences in health and health behaviors), and learning opportunities and assignments (i.e.,
analyzing one’s own cultural influences on health decisions and behaviors).
12. Provides adequate time for instruction and learning. This comprehensive semester-long
program encompasses five daily lesson plans for each of 20 textbook chapters plus one
supplemental chapter. Lesson plans focus on understanding and applying content knowledge to
health problems and decisions, self-assessment of health behaviors, self-management of skill
development, and development of critical thinking skills.
13. Provides opportunities to reinforce skills and positive health behaviors. Students are
encouraged to consider their current health status as well as their lifelong health needs and goals.
They are also given opportunities to learn, apply, and revisit health goals and plans throughout
the term. Connections to other academic areas are made in both the text (i.e., communication
skills, technology and science) and in the lesson plans (i.e., reading comprehension and
mathematics).
14. Provides opportunities to make positive connections with influential others. Every
Health for Life lesson provides an opportunity to connect with family and community in the
Take It Home feature. Students are encouraged to share their health knowledge with others,
explore shared and divergent values with friends and family members, use experts and others in
decision-making processes, explore norms that influence their choices and actions, and directly
influence others’ health behaviors. Advocacy in Action features in each unit also provide
opportunities to work with others to influence health behaviors.
15. Includes teacher information and plans for professional development and training that
enhance effectiveness of instruction and student learning. The lesson plans provide aligned
instruction (learning outcomes, lesson focus and application activities, and assessment and
evaluation activities all support one another) and specific tips to enhance instruction. All
materials can be modified or enhanced as instructors gain knowledge through professional
development opportunities.
Standards for Health for Life
As noted in the overview, Health for Life (McConnell, Corbin, Corbin, & Farrar, 2014) is based
on current standards for health education (SHAPE America, 2007) as well as standards for
physical education and fitness education (SHAPE America: Physical Education, 2014; SHAPE
America: Fitness Education Framework, 2012 in specific chapters on physical activity and
fitness, nutrition, and consumerism. In addition, Health for Life meets state-specific educational
standards as well as selected standards for College and Career Readiness. Correlation tables for
state specific standards are available at www.healthforlifetextbook.org/correlations-to-statestandards.
Health education standards. The Health for Life program is based on the Health Education
Standards as published by the Society for Health and Physical Educators (formerly AAHPERD).
Go to www.shapeamerica.org/standards/health to access a list of all of the standards described in
table 2, including specific performance outcomes and benchmarks. In addition, all Health for
Life lesson plans indicate which SHAPE health education benchmarks are met. Specific lesson
objectives and academic connections are also indicated.
Table 2: Established Standards Form the Basis of the Health for Life Program
Name and organization
National standards and
grade-level outcomes
for K-12 health
education (2007)
SHAPE America,
formerly AAHPERD (the
standards were from
AAHE, formerly an
association within
AAHPERD).
Purpose
The standards provide a
basis for planning
quality health education
programs. Eight
primary standards
describe the healthliterate person.
Primary standards
The NHES are written expectations for
what students should know and be able
to do by grades 2, 5, 8, and 12 to
promote personal, family, and
community health. The standards provide
a framework for curriculum development
and selection, instruction, and student
assessment in health education.
Following are the eight national
standards:
Standard 1: Students will comprehend
concepts related to health promotion and
disease prevention to enhance health.
Standard 2: Students will analyze the
influence of family, peers, culture,
media, technology, and other factors on
health behaviors.
Standard 3: Students will demonstrate
the ability to access valid information,
products, and services to enhance health.
Standard 4: Students will demonstrate
the ability to use interpersonal
communication skills to enhance health
and avoid or reduce health risks.
Standard 5: Students will demonstrate
the ability to use decision-making skills
to enhance health.
Standard 6: Students will demonstrate
National Standards &
Grade-Level Outcomes
for K-12 Physical
Education (2014)
Instructional
Framework for Fitness
Education, 2012.
Other health education
standards
Each state typically
adopts its own standards
based on national
the ability to use goal-setting skills to
enhance health.
Standard 7: Students will demonstrate
the ability to practice health-enhancing
behaviors and avoid or reduce health
risks.
Standard 8: Students will demonstrate
the ability to advocate for personal,
family, and community health.
The standards provide a Standard 1 - The physically literate
basis for planning
individual demonstrates competency in a
quality physical
variety of motor skills and movement
education programs.
patterns.
Five primary standards Standard 2 - The physically literate
describe the physically individual applies knowledge of
literate person.
concepts, principles, strategies and
tactics related to movement and
performance.
Standard 3 - The physically literate
individual demonstrates the knowledge
and skills to achieve and maintain a
health-enhancing level of physical
activity and fitness.
Standard 4 - The physically literate
individual exhibits responsible personal
and social behavior that respects self and
others.
Standard 5 - The physically literate
individual recognizes the value of
physical activity for health, enjoyment,
challenge, self-expression and/or social
interaction.
The framework
1. Technique
provides a basis for
2. Knowledge
planning quality fitness 3. Physical Activity
education programs.
4. Health-Related Fitness
Eight primary standards 5. Responsible Personal and Social
describe the physically Behavior
literate person
6. Values and Advocates.
7. Nutrition
8. Consumerism
State standards
See the State-Specific Materials section
typically focus on
of the textbook website for your state’s
specific courses or
standards.
classes.
standards.
Standards from other
academic areas
www.corestandards.org
Academic areas other
than health education
have their own
standards. While the
primary purpose of
Health for Life is to
meet health education
standards, academic
standards in math,
language arts, and
science were also
considered.
College and career readiness standards. To ensure a smooth transition from high school to the
workforce or college, students need knowledge, skills, attitudes, and academic preparation. Most
states have college and career readiness standards or use common core standards
(www.corestandards.org). Important to these standards is the development of higher-order
critical thinking skills, particularly in language arts (reading and writing) and math. While the
program focuses on health education standards, it emphasizes critical thinking and higher-order
learning and reinforces critical concepts of college and career readiness. Reading, writing, and
math skills are used throughout the program, and special sections in the lesson plans designate
where academic connections can be made.
National health objectives. Healthy People 2020 (www.healthypeople.gov) identifies
nationwide health priorities and encourages action to change public policy to improve the
nation’s health. Health for Life reinforces these guidelines. Following are some of the
overarching goals of Healthy People 2020:
 Attain high-quality, longer lives free of preventable disease, disability, injury, and
premature death.
 Achieve health equity, eliminate disparities, and improve the health of all groups.
 Create social and physical environments that promote good health for all.
 Promote quality of life, healthy development, and healthy behaviors across all life stages.
At the beginning of each unit, specific Healthy People 2020 goals are identified. Content in the
chapters of the units address each of the identified goals.
Fitness Education and Physical Education Standards. Some of the topics (chapters) deal with
topics covered in health-based physical education programs and fitness education programs.
Examples include physical activity and fitness, nutrition, stress management, and consumerism.
For these topics SHAPE America standards for fitness education and physical education were
considered (see Table 2).
Evidence in Support of Programs Like Health for Life
Health for Life and its accompanying instructional materials are new. The evidence base for the
effectiveness of the program has yet to be established. However, the formula used in developing
Health for Life was used in building the award-winning texts (Fitness for Life, 2014; Fitness for
Life: Middle School, 2007; Concepts of Fitness and Wellness, 2013) as well as two successful K8 health series: Choosing Good Health, (Thompson, Althaus, Corbin, Gray, Sroka, & Thompson,
1983) and Health for Life (Richmond, Pounds, & Corbin, 1986; Richmond, Pounds, & Corbin,
1990). That formula includes a foundation in domain specific standards, and content based on
sound theory. Specific theory driven self-management skills have been identified and are central
to program development.
Evidence at the college level. The first programs that focused on theory-driven self-management
skills and conceptual health based learning were started at the college level in the late 1960s. For
example, the first edition of the text that evolved into the current text Concepts of Fitness and
Wellness (Corbin, Welk, Corbin, & Welk, 2013) was published in 1968 (Corbin, Dowell,
Landiss & Tolson, 1968). Since then college programs using the Concepts text, and other similar
texts have been shown to be effective in building knowledge, attitudes, and healthy behaviors
(Adams & Brynteson, 1992, 1995; Bjerke, 2013; Brynteson & Adams, 1993; Calfas et al., 2000;
Ferkel et al., 2014; Hager et al., 2012; Pearman et al., 1997; Saelens et al., 2000; Slava, Laurie,
& Corbin, 1984; Cardinal & Spaziani, 2007; DeVoe et al., 1998; Quinn & Wilson, 1987).
Research by Kruger and colleagues (2014) provides evidence that college students have
significant risk factors for cardiovascular disease. In this study, 73% of the participants were
found to have at least one risk factor, and 15% had multiple risk factors. The authors concluded
that their research has “important implications for future prevention and educational initiatives.
Specifically, this knowledge will assist in providing effective programming and curriculum to
support behavior change in college students considering the window of opportunity available at
the college setting” (p. 581).
A key element of successful programs is the development of self-management skills that aid
students in changing health behaviors and adopting healthy lifestyles (Cardinal, Cardinal, &
Burger, 2005; Cardinal, Jacques, & Levy, 2002). One study showed that within three years after
health-based programs were dropped, activity decreased and nutrition habits deteriorated among
students (Ansuini, 2001). Several researchers have pointed out the importance of reaching
students while they are in school and before they become self-supporting adults (Ferrara, 2009;
Keating, Guan, Pinero, & Bridges, 2005; Nelson et al., 2008; Wengreen & Moncur, 2009).
Higgins and colleagues (2009) found that students valued their health-based courses for three
reasons: finding balance in all aspects of wellness, learning to recognize the value of social
support, and learning skills to address challenges. Jenkins and colleagues (2006) found that
fitness testing, wellness assignments, and meeting new people were perceived as positive
outcomes. Qualitative research has shown that programs “create awareness through providing
factual information and practical strategies for health behavior changes at a transitional time to
adulthood” (Woekel et al., 2013, p. 375). In addition, Kupchella (2009) and Sparling (2003)
summarized the value of classes in promoting lifelong physical activity and other healthy
behaviors.
Evidence at the high school level. In 1979 Corbin and Lindsey wrote the first health-based
physical education text, Fitness for Life. They did this because many students do not go to
college and can benefit from the information commonly taught in college classes. The book, now
in its sixth edition (Corbin & Le Masurier, 2014), uses the same formula that was successful at
the college level. This award-winning program covers health topics such as nutrition, stress
management, and personal health as well as topics now referred to as personal fitness or fitness
education. It uses the same theory-driven base and emphasizes the teaching of self-management
skills. The section that follows presents evidence of effectiveness for theory-driven health-based
programs at the secondary school level.
Several published studies provide evidence of the effectiveness of high school health-based
programs such as Fitness for Life (Dale, Corbin, & Cuddihy, 1998; Dale & Corbin, 2000;
Wallhead & Buckworth, 2004). The research shows that high school students who take these
health-based classes make health behavior changes that persist later in high school and in the
years after graduation. One study that used a knowledge test from Fitness for Life indicated
“…secondary students have many misconceptions, or incomplete knowledge, regarding healthy
behavior content…” (Teatro et al., 2013, p. A-30). A study by Thompson and Harmon (2012)
indicates that high school students who lack knowledge of fitness are less likely to be physically
active than students with better knowledge of fitness.
Summary
Health for Life is a new health education program (text and instructional materials) specifically
for high school students. The program meets SHAPE America and state health education
standards and conforms to CDC essential qualities and characteristics for health education
curricula. It considers HP 2020 Health Objectives and Career and College Readiness standards.
The program is by authors who have used a successful formula in creating other evidence-based,
theory-driven, and award-winning health-based texts and instructional materials. Considerable
evidence is available to support this approach.
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Adams, T.M. II, & Brynteson, P. (1995). The effects of two types of required physical education
programs on attitudes and exercise habits of college alumni. The Physical Educator, 52, 203210.
Ansuini, C.G. (2001). The impact of terminating a wellness/activity requirement on campus
trends in health and wellness [Abstract]. American Journal of Health Promotion, 15, 455.
Bjerke, W. (2013). Health and fitness courses in higher education: A historical perspective and
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Brynteson, P., & Adams, T.M. II. (1993). The effects of conceptually based physical education
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Calfas, K.J., et al. (2000). Project GRAD: Two-year outcomes of a randomized controlled
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Cardinal, B.J., Cardinal, M.K., & Burger, M.E. (2005). Lifetime fitness for health course
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