Examining Skills-Based Health Education in Select Secondary Schools

Background: The primary purpose of this study was to examine the implementation of skills-based health education (SBHE) in select Massachusetts secondary schools. Purposeful sampling was conducted to obtain subjects (n=3) implementing SBHE in quality health education programs. A secondary purpose was to develop and utilize a Classroom Observation Form (COF) (Sparrow, 2010) for collecting data in a SBHE classroom. Methods: A mixed method design was utilized with a focus on qualitative data collection methods. The researcher observed 10 class periods of three health educators for a total of 26 hours of observation. Qualitative data collection procedures included: a COF (Sparrow, 2010), field notes, and interviews with the subjects. The quantitative procedure was evaluation of two assessments completed by students in one select class of two subjects (four assessments total). Results: The health educators in this study were implementing self-developed curricula based on the National Health Education Standards (NHES). The health educators utilized interactive, participatory instructional strategies including: activities (skill and non skill-related), direct instruction, student presentations, reflection, and discussion. Major themes of implementation included: Student Involvement (Student Centered), Learning Environment, Connections, Questioning, Relevance, Student Understanding/Learning and Variety of Teaching Methods. Methods of skill development in these classrooms aligned with the steps outlined in the NHES model. The health educators in this study reported that SBHE is a relevant approach that leads to positive student outcomes. Students in select classes demonstrated success in learning both health-related concepts and skills. The Classroom Observation Form (Sparrow, 2010) was a useful tool for collecting data on SBHE implementation. Lastly, recommendations were provided for professional development in SBHE as well as for higher education pre-service health education programs. Conclusion: The health educators in the study utilized a variety of instructional strategies; however, all used interactive, student-centered methods. The results of this study suggest that while there could be multiple methods for implementing SBHE, that the lesson content and themes found in this study should be present in a skills-based approach. It is recommended that the findings from this study and the COF (Sparrow, 2010) be utilized in future research to further examine SBHE. Learner Objectives: By the conclusion of the presentation, participants will be able to: 1) discuss the skills-based approach to health education, 2) integrate skills-based health education into current practice, and 3) apply skills-based implementation strategies.