Wellness

Program Purpose

The purpose of the Wellness Program at IMSA is to promote lifelong patterns of behavior that will enable students to establish and commit to a wellness lifestyle in the development of the whole self. Concepts of physical education, health education, and life skills are integrated in a course of study which emphasizes harmony among the emotions, the body, the intellect, and the spirit. IMSA students are challenged to develop an in-depth understanding of who they are as individuals through self-reflection, physical activity, and wellness planning.

The Athenian Greeks believed that the mind and body should be educated together; the result being a complete individual with harmony of parts. It is well-recognized today that healthy minds and bodies are basic to academic success and enable people to be productive members of the workplace and society in general (Surgeon General's Report on Physical Activity and Health, July, 1996). The wellness program at IMSA provides opportunities for students to develop their full potential as human beings. In addition, it serves as an integrative model for health and physical education programs in the state of Illinois and beyond.

Team Goals

ensure optimal teaching and learning conditions to enhance the wellness of all students;
provide multiple learning experiences that promote positive decision-making, self-responsibility, self-reflection, and positive risk-taking;
offer a diverse range of noncompetitive and competitive physical activities which allows students to develop their own individualized physical activity program;
provide learning opportunities which will enable students to design, implement, evaluate, and revise a personalized wellness plan; and
support, promote, and provide professional services to students, educators, and organizations both internally and externally through such activities as supervision of student teachers and interns, maintenance of a wellness web-site, presentations, workshops, and committee work.

Unifying Concepts and Processes

The IMSA wellness program promotes a holistic philosophy which views the human organism not as separate parts, but as the sum of all its parts physical, mental/intellectual, social, emotional, and spiritual/philosophical.

This holistic paradigm suggests that the mind and body are one with constant interaction through the circulatory, nervous, muscular, respiratory, and immune systems. The unifying concepts of kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and patterns of behavior help students understand that establishing and committing to a wellness lifestyle must include the development of the whole self. These concepts also serve to connect the central ideas identified in the IMSA wellness standards and act as organizers in the curriculum development process.
The following diagram reflects the integrative nature of these unifying concepts.

Wellness Diagram

Intrapersonal intelligence:
According to Howard Gardner (1983), intrapersonal intelligence is the knowledge and understanding of the internal aspects of the Self such as knowledge of feelings, the range of emotional responses, thinking processes, self-reflection, and a sense of spiritual realities. Intrapersonal intelligence is useful in pondering the introspective question, Who Am I? The following are examples of attributes which are important to Intrapersonal Intelligence:

Values and beliefs are principles and tenets that people choose to live by. Students will clarify their personal values and beliefs to discover how they align or differ from family and community values and beliefs.
Identity is the condition of being oneself; of understanding Self as separate from others; of being unique in mind, body, and spirit.
Reflective thinking and writing is a way of contemplating and expressing inner states of being, thoughts, feelings, and behaviors.
Self-responsibility is being accountable for personal choices; not blaming people or circumstances for the state of your physical, mental, social, spiritual, or emotional wellness.

Content and Processes

health promotion
risk management
reflective thinking/writing model
safety
disease prevention and control

Interpersonal intelligence:
The following characteristics of people working together toward common goals are attributes which are important to interpersonal intelligence:

Communication is the process of imparting thoughts, opinions, or information verbally or non-verbally.
Leadership is the ability to guide others in direction, course, or action towards a common goal.
Followership is the ability to accept the leadership of others; to accept your role, give support, and cooperate to complete a given task.
Reflective listening is the ability to concentrate when someone else is speaking. It involves asking questions to further understanding and giving empathetic feedback.

Content and Processes

communication
leadership
conflict resolution

Kinesthetic intelligence:
Kinesthetic intelligence is the individual's sense and understanding of the physical Self both during movement and at rest, resulting chiefly from sensory nerve stimulation of the muscular system, the circulatory system, the respiratory system, and the immune system. The following are attributes which are important to kinesthetic intelligence:

Health promotion is the process of becoming aware of personal health issues and values in order to make informed decisions about certain risky behaviors which promote hypokinectic diseases, decrease energy capacity, and adversely affect the quality of life.
Principles of movement are the best practices for attaining, improving, and maintaining total physical fitness. These practices, which include the principles of training, biomechanical principles, and concepts of motor learning, when used properly will provide the most efficient and effective use of time, and reduce the risk of injury and illness.
Nutritional awareness is the ability to recognize the energy needs of the body based on activity level and basal metabolic needs. It includes the ability to make wise food choices in an institutional or fast food setting.
Sleep is the suspension of the voluntary exercise of bodily functions to facilitate recovery from mental, physical, and emotional fatigue. It is important to know how much sleep you need to maintain optimal alertness and to avoid chronic sleep deprivation.
Stress response is an automatic physiological response which is controlled by the hypothalamus and the sympathetic nervous system. This response is a signal indicating a real or imagined threat which is disturbing the equilibrium of certain body systems.
Relaxation response is a learned response which is used as an intervention to mediate the effects of distress. The parasympathetic nervous system acts in opposition to the sympathetic nervous system to regulate all body systems.

Content and Processes

Physical Fitness
Biomechanical Analysis
Peer and Self-Assessments
Individual/Team/Dual Sports
Dance
Aquatics
Recreational Pursuits
Nutrition

Patterns of behavior:
Refer to modes of behavior or combinations of acts, qualities, or skills regarded as characteristic of a person. These behaviors must be repeated, observed, and evaluated over time. Decisions are made regarding those behaviors which contribute to a quality of life which contributes to happiness and high-level wellness. The following are examples of these attributes:

Positive decision-making is the process of making healthy choices regarding lifestyle behaviors. It involves the ability to weigh the pros and cons of options, recognize potential consequences, and evaluate the effectiveness of the choice.
Goal-setting is the process of establishing realistic and achievable objectives based on individual needs, interests, values, and beliefs.
Planning is the process of developing a method of action or procedure to reach a goal. The activities designed in the plan should specifically connect to the desired goals and have timelines for evaluation of progress.
Stress management is the process of alleviating the effects of distressful stimuli. It includes understanding personal stressors, their holistic effects, and how to utilize appropriate interventions to mediate these effects.
Time management is the process of planning and carrying out one's activities in relation to available time, tasks to be performed, and prearranged deadlines.
Positive risk-taking involves the ability to distinguish between a hazardous situation or behavior and one which leads to innovation and/or creativity.

Content and Processes

Stress Management
Planning
Evaluation

Learning Standards

Students studying Wellness at IMSA will:

establish and commit to a wellness lifestyle in the development of the whole self;
apply the tools of intrapersonal intelligence to gain a holistic view of Self and apply the tools of interpersonal intelligence to understand how to interact with others;
understand the role of physical activity in the development of a high quality of life throughout the life span; and
understand the role of life skills as behaviors which alleviate the effects of distress and assist us in developing and maintaining holistic wellness.engage in the process of scientific inquiry.

Citation Format
IMSA Wellness Standards are cross-referenced as follows:

IMSA's Standards of Significant Learning [SSL-V.C]
Illinois Learning Standards [IL-22.A.4]
Illinois Applications of Learning [ILAoL-3]
National Health Education Standards [NHES-1]
National Standards for Physical Education [NSPE-2]
McRel Compendium Standards for Health [MCSH-3]
McRel Compendium Standards for Physical Education [MCSPE- 4]
McRel Compendium Standards for Life Skills [MCSLS-1.6]
McRel Compendium Standards for Behavioral Studies [MCSBS-3]
New Standards Framework for Applied Learning [NSFAL-3]

A. Students studying wellness at IMSA establish and commit to a wellness lifestyle in the development of the whole self by:

A.1 recognizing the holistic nature of wellness. [SSL-V.C; ILAoL-5; MCSBS-3]

A.2 evaluating their own healthy behaviors and risky behaviors. [SSL-V.B; IL-23.B, 24.C; ILAoL-1; NHES-3; MCSLS-3.3]

A.3 accepting responsibility for their personal well-being. [SSL- V.B, V.C; NHES-3; NSPE-3, 5; MCSLS-3.1-6]

A.4 identifying unexamined cultural and personal assumptions and misperceptions which affect their well-being. [SSL-II.A; IL-22.B; NHES-4; MCSH-3; MCSBS-3]

A.5 analyzing possible outcomes of effective health promotion, and illness and injury prevention behaviors. [SSL-V.C; IL-22.A; NHES-1; MCSH-5]

A.6 demonstrating the basic procedures for responding to an emergency situation and providing emergency care that can be used in the home, workplace, and community. [SSL-V.C; IL-22.A; NHES-1, 3; MCSH-5,8]

B. Students studying Wellness at IMSA apply the tools of intrapersonal intelligence to gain a holistic view of Self and the tools of interpersonal intelligence to understand how to interact with others by:

B.1 determining their personal values, beliefs, needs, and interests in order to forge connections with themselves and others, and to deepen the meaning of their lives. [SSL-I.B; MCSLS-3.2]

B.2 analyzing ambiguities in thoughts, feelings, and behaviors in order to improve self understanding. [SSL-II.B; MCSLS-3.2]

B.3 utilizing the knowledge of Self to effectively deal with the challenges, issues, and problems of daily living. [SSL-V.C; IL-24.A-B; ILAoL-1, 2, 4; MCSLS-4.7]

B.4 demonstrating an understanding and respect for differences among people in physical activity/wellness settings. [NASPE 6]

B.5 accepting the responsibility of leader or follower in order to accomplish group goals. [NASPE 5]

C. Students studying wellness at IMSA understand the role of physical activity in the development of a high quality of life throughout the life span by:

C.1 assessing personal health-related fitness. [SSL-I.C; IL- 20.B; ILAoL-3; NSPE.4; MCSPE-4; MCSLS-2]

C.2 applying the principles of exercise in the development of health-related fitness components. [IL-20.A; NSPE-2]

C.3 using appropriate muscle fitness modalities to improve flexibility, muscular strength, and muscular endurance. [IL-20.A; NSPE-2, 3; MCSPE-4]

C.4 evaluating their cardiovascular exercise intensity using a variety of modalities. [SSL-III.A; IL-20.B; IL-AoL-3; NSPE-4]

C.5 demonstrating basic swim proficiency in a minimum of two or more strokes, and a minimum of five water safety techniques. [IL-19.A; NSPE-1; MCSPE-1]

C.6 demonstrating an understanding of skill-related biomechanical principles and motor learning concepts specific to a team sport, individual sport, dual sport, aquatic activity, or dance. [NSPE-1]

C.7 participating in regular physical activity that enable the achievement and maintenance of health-related fitness. [SSL-V.C; IL-19.A; NSPE-7]

C.8 setting realistic fitness goals based on fitness data, personal needs and interests, and resources. [IL-20.C; NSPE-4; MCSLS-1; NSFAL-3]

C.9 designing personalized activity prescriptions for health-related fitness. [SSL-V.C; IL-20.C; NSPE-2]

C.10 implementing and monitoring their personal fitness program to determine patterns of behavior which affect their quality of life. [SSL-I.A, IV.A, V.C; IL-20.C; ILAoL-2; NSPE-4, 5, 7; MCSPE-4, 5; NSFAL-3]

D. Students studying science at IMSA demonstrate understanding of energy in its various forms and its transformations (NSES-B) by:

D.1 identifying the major stressors in their lives. [IL-24.A; MCSLS-3.2]

D.2 analyzing their emotional, social, intellectual, spiritual, and physiological reactions to the stress response. [SSL-IB; IL-24.A; NHES-4; MCSBS-3, 4]

D.3 designing and implementing a personalized wellness plan. [SSL-V.C; IL-24.A-C; ILAoL-1; NSPE-3, 5; NHES-3, 5; MCSLS-4.7; NSFAL-3]

D.4 monitoring, evaluating, and revising their plan based on a self-assessment of their progress. [SSL-I.C, IV.A, V.C; IL-24.C; ILAoL-1; NSPE-4; MCSPE-4, 5; NSFAL-3]

Correlations to Other Standards

IMSA's Standards of Significant Learning

IMSA's Residential Life Learning Standards

I. Developing The tools of Thought

A. Develop automaticity in skills, concepts, and processes that support and enable complex thought.	C.9
B. Construct questions which further understanding, forge connections, and deepen meaning.	B.1, D.2
C. Precisely observe phenomena and accurately record findings.	C.1, D.4
D. Evaluate the soundness and relevance of information and reasoning.	A.11, G.6

II. Thinking About Thinking

A. Identify unexamined cultural, historical, and personal assumptions and misconceptions that impede and skew inquiry.
B. Find and analyze ambiguities inherent within any set of textual, social, physical, or theoretical circumstances.

III.Extending and Integrating Thought

A. Use appropriate technologies as extensions of the mind.
B. Recognize, pursue, and explain substantive connections within and among areas of knowledge.	H.4
C. Recreate the beautiful conceptions that give coherence to structures of thought.	B.5

IV. Expressing and Evaluating Constructs

A. Construct and support judgements based on evidence.	G.7
B. Write and speak with power, economy, and elegance.	G.8
C. Identify and characterize the composing elements of dynamic and organic wholes, structures, and systems.	C.7
D. Develop an aesthetic awareness and capability.	D.7

V. Thinking and Acting with Others

A. Identify, understand, and accept the rights and responsibilities of belonging to a diverse community	I.9
B. Make reasoned decisions which reflect ethical standards, and act in accordance with those decisions.	I.10
C. Establish and commit to a personal wellness lifestyle in the development of the whole self.

Learning Standards Correlation

The table that follows details the correlation of IMSA Learning Standards to our SSLs, to appropriate Illinois Learning Standards, and other standards valued in the Wellness learning area.

Learning Standards Correlation Table

References

American Association for Health Education (1995). National standards for health education. Reston, VA: American Association for Health Education.
Gardner, Howard (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Illinois Mathematics and Science Academy® (1994). Standards of significant learning. Aurora, IL: IMSA.
Illinois State Board of Education (1997). Illinois learning standards. Springfield, IL: ISBE.
Kendall, J.S. and Marzano, R.J. (1997). Content knowledge: A compendium of standards and benchmarks for k-12 education. 2nd ed. Aurora, CO: McREL.
National Association for Sport and Physical Education (1995). Moving into the future: National standards for physical education. Reston, VA: National Association for Sport and Physical Education.
New Standards Project (1994). The new standards framework for applied learning.
Discussion Draft. Washington, DC: New Standards Project..
Physical activity and health: A report of the surgeon general (1996). Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention.

Inside:

In Learning @ IMSA:

Wellness

A.1	recognizing the holistic nature of wellness. [SSL-V.C; ILAoL-5; MCSBS-3]
A.2	evaluating their own healthy behaviors and risky behaviors. [SSL-V.B; IL-23.B, 24.C; ILAoL-1; NHES-3; MCSLS-3.3]
A.3	accepting responsibility for their personal well-being. [SSL- V.B, V.C; NHES-3; NSPE-3, 5; MCSLS-3.1-6]
A.4	identifying unexamined cultural and personal assumptions and misperceptions which affect their well-being. [SSL-II.A; IL-22.B; NHES-4; MCSH-3; MCSBS-3]
A.5	analyzing possible outcomes of effective health promotion, and illness and injury prevention behaviors. [SSL-V.C; IL-22.A; NHES-1; MCSH-5]
A.6	demonstrating the basic procedures for responding to an emergency situation and providing emergency care that can be used in the home, workplace, and community. [SSL-V.C; IL-22.A; NHES-1, 3; MCSH-5,8]

B.1	determining their personal values, beliefs, needs, and interests in order to forge connections with themselves and others, and to deepen the meaning of their lives. [SSL-I.B; MCSLS-3.2]
B.2	analyzing ambiguities in thoughts, feelings, and behaviors in order to improve self understanding. [SSL-II.B; MCSLS-3.2]
B.3	utilizing the knowledge of Self to effectively deal with the challenges, issues, and problems of daily living. [SSL-V.C; IL-24.A-B; ILAoL-1, 2, 4; MCSLS-4.7]
B.4	demonstrating an understanding and respect for differences among people in physical activity/wellness settings. [NASPE 6]
B.5	accepting the responsibility of leader or follower in order to accomplish group goals. [NASPE 5]

C.1	assessing personal health-related fitness. [SSL-I.C; IL- 20.B; ILAoL-3; NSPE.4; MCSPE-4; MCSLS-2]
C.2	applying the principles of exercise in the development of health-related fitness components. [IL-20.A; NSPE-2]
C.3	using appropriate muscle fitness modalities to improve flexibility, muscular strength, and muscular endurance. [IL-20.A; NSPE-2, 3; MCSPE-4]
C.4	evaluating their cardiovascular exercise intensity using a variety of modalities. [SSL-III.A; IL-20.B; IL-AoL-3; NSPE-4]
C.5	demonstrating basic swim proficiency in a minimum of two or more strokes, and a minimum of five water safety techniques. [IL-19.A; NSPE-1; MCSPE-1]
C.6	demonstrating an understanding of skill-related biomechanical principles and motor learning concepts specific to a team sport, individual sport, dual sport, aquatic activity, or dance. [NSPE-1]
C.7	participating in regular physical activity that enable the achievement and maintenance of health-related fitness. [SSL-V.C; IL-19.A; NSPE-7]
C.8	setting realistic fitness goals based on fitness data, personal needs and interests, and resources. [IL-20.C; NSPE-4; MCSLS-1; NSFAL-3]
C.9	designing personalized activity prescriptions for health-related fitness. [SSL-V.C; IL-20.C; NSPE-2]
C.10	implementing and monitoring their personal fitness program to determine patterns of behavior which affect their quality of life. [SSL-I.A, IV.A, V.C; IL-20.C; ILAoL-2; NSPE-4, 5, 7; MCSPE-4, 5; NSFAL-3]

D.1	identifying the major stressors in their lives. [IL-24.A; MCSLS-3.2]
D.2	analyzing their emotional, social, intellectual, spiritual, and physiological reactions to the stress response. [SSL-IB; IL-24.A; NHES-4; MCSBS-3, 4]
D.3	designing and implementing a personalized wellness plan. [SSL-V.C; IL-24.A-C; ILAoL-1; NSPE-3, 5; NHES-3, 5; MCSLS-4.7; NSFAL-3]
D.4	monitoring, evaluating, and revising their plan based on a self-assessment of their progress. [SSL-I.C, IV.A, V.C; IL-24.C; ILAoL-1; NSPE-4; MCSPE-4, 5; NSFAL-3]