Teachers
Source: CDC
This information was developed by the Centers for Disease Control and Prevention to help student athletes,
coaches, athletic trainers, parents, teachers, and school nurses recognize symptoms, share prevention tips, and
determine treatment options for heat-related illnesses (HRI). Therefore, this information is well-suited for adults
or high school students (grades 9–12).
Teachers are encouraged to guide students in exploring prevention strategies and in developing HRI treatment
options. Allowing students to ask questions about the health-related issues in the course will optimize their
learning . Teachers can find this training on the CDC website. http://www.cdc.gov
Standards
National Health Education Standards and Heat Related Illness Prevention
The following National Health Education Standards (NHES) for grades 9-12 correlate to Heat-Related Illness
Prevention (HRI) course. Corresponding performance indicators follow each Standard.
1 Comprehend concepts related to health promotion and disease prevention to enhance health.
1.12.1 Predict how health behaviors can affect health status.
1.12.3 Analyze how environment and personal health are interrelated
1.12.5 Propose ways to reduce or prevent injuries and health problems
1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of health
behaviors
1.12.8 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy
behaviors
1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors
2 Analyze the influence of family, peers, culture, media, technology and other factors on health
behaviors.
2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and
behaviors
2.12.4 Evaluate how the school and community can affect personal health practice and
behaviors.
2.12.9 Evaluate the impact of technology on personal, family, and community health
2.12.9 Analyze how some health risk behaviors can influence the likelihood of engaging in
unhealthy behaviors
4 Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or
reduce health risks.
4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others.
5 Demonstrates the ability to use decision-making skills to enhance health.
5.12.1 Examine barriers that can hinder healthy decision making.
5.12.2 Determine the value of applying a thoughtful decision-making process in healthrelated situations
5.12.5 Predict the potential short-term and long-term impact of each alternative on self and
others
5.12.6 Defend the healthy choice when making decisions.
7 Demonstrates the ability to practice health-enhancing behaviors and avoid or reduce risks
7.12.1 Analyze the role of individual responsibility in enhancing health
7.12.2 Demonstrate a variety of healthy practices and behaviors that avoid or reduce health
risks to self and others
For more information about the National Health Education Standards in public health education, visit the
following Website http://www.cdc.gov/HealthyYouth/SHER/standards/index.htm
Heat-Related Illness Discussion Questions
Once teachers and coaches have taken the Heat-Related Illness (HRI) Prevention online course, they will be
ready to share the knowledge about how to prevent heat-related illness with students and athletes. Here are
some suggested questions for teachers and coaches to use in classroom assignments or group discussions.
1. Identify the three most serious types of heat-related illness.
2. Define and give examples of symptoms of heat cramps, heat exhaustion, and heat stroke.
3. What is the difference between modifying an intrinsic factor and an extrinsic factor in preventing heat
related illness? Give examples of each.
4. Describe ways an athlete can enhance his or her health and try to prevent heat-related illness on warm or
humid days.
5. What are some potentially harmful habits that could put you at risk of heat-related illness?
6. Discuss ways to treat heat cramps, heat exhaustion and heat stroke.
7. Devise a plan you would suggest your coach or athletic trainer to implement if a fellow athlete show signs of
suspected heat-related illness.
8. What are some reasons why an athlete would continue to play, even if they may have an onset of heatrelated illness?
9. What are your responsibilities if you notice an athlete exhibiting signs of heat-related illness?
10. Will you make changes in the way you prepare for practices/games when conditions for HRI are more
prevalent? Explain your answer.
Student Tips
You can help prevent HRI by
•
Letting your coach know if you have been ill, taking medicine or are under a doctor’s care for any
reason. Ask about the side effects of any prescription drugs or over-the-counter medicines (e.g.
cold medicines can increase urination).
•
•
•
Letting your doctor know about your involvement in sports and other physical activities.
Consuming nutritional meals
and staying hydrated before and after athletic activities.
Determining your need for fluids by monitoring your weight before and after exercise on a daily
basis. You should not lose more than 2%–3% of your body weight during exercise from sweating
and urine loss.
•
Determining your sweat rate. If you leave white residue on your clothing or equipment after
perspiration dries, you might need to drink more fluids before you exercise.
•
Paying attention to your body. If you feel dizzy, have pain, or if you just do not feel like yourself
during exercise, stop and tell your coach or athletic trainers immediately.