Praxis Health and Physical Education CK (5857) Domain 1: Health Education as a Discipline/Health Instruction Welcome to your Praxis Health and Physical Education CK (5857) Domain 1: Health Education as a Discipline/Health Instruction 1. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In the context of health education, what is the primary purpose of the Socio-Ecological Model (SEM)? A. To identify individual risk factors for diseases B. To focus exclusively on genetic predispositions C. To understand how societal factors influence individual health behaviors D. To promote physical education in school curricula None 2. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction What is the primary purpose of 'Needs Assessment' in health education program planning? A. To determine the financial budget of the program B. To identify the specific health needs and resources of a target population C. To evaluate the success of competing health programs D. To allocate roles and responsibilities among team members None 3. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction How does Bloom's Taxonomy primarily apply to health education? A. By categorizing dietary nutrients B. By providing a framework for developing educational objectives C. By outlining physical education activity levels D. By setting standards for health facility cleanliness None 4. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction What is the primary goal of the Health Belief Model in health education? A. To ensure equal access to healthcare facilities B. To understand and predict health-related behaviors C. To promote sports and physical activities in schools D. To focus on the treatment of chronic diseases None 5. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction Which approach is most effective for fostering behavioral change in health education according to the Transtheoretical Model (Stages of Change)? A. Applying the same educational strategies for all individuals B. Tailoring interventions to the individual's current stage of change C. Focusing exclusively on the action stage for all participants D. Ignoring individual differences in readiness to change None 6. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction What role does the concept of 'Self-Efficacy' play in health education according to Social Cognitive Theory? A. It is irrelevant to health behavior change B. It refers to the knowledge about health issues C. It signifies the belief in one's ability to take action and effect change D. It focuses on the genetic predisposition to certain health behaviors None 7. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, the concept of 'Cultural Competence' primarily focuses on: A. Teaching only the physical aspects of health B. Ignoring cultural differences in health practices C. Recognizing and respecting diverse health beliefs and practices D. Focusing solely on the instructor's personal cultural background None 8. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction What is the primary objective of 'Advocacy' in health education? A. To avoid addressing controversial health issues B. To promote policies and practices that support health and wellness C. To focus solely on physical education in schools D. To limit access to health resources for specific groups None 9. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, 'Formative Evaluation' is primarily used to: A. Assign grades to students at the end of a course B. Make improvements to a program during its development and implementation C. Measure the long-term outcomes of a program after its completion D. Determine the budget allocation for health programs None 10. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction The 'Diffusion of Innovations' theory in health education is primarily used to: A. Discourage new health practices B. Understand how new health practices and ideas spread within a population C. Focus only on traditional health practices D. Limit the introduction of technology in health education None 11. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, which principle is most emphasized by the PRECEDE-PROCEED model? A. The importance of physical education in academic curricula B. The need for community involvement in program planning C. The focus on treatment rather than prevention of diseases D. The exclusion of environmental factors in health planning None 12. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction What is the primary focus of 'Experiential Learning' in health education? A. Emphasizing rote memorization of health facts B. Providing hands-on, practical experiences related to health concepts C. Limiting learning to theoretical knowledge D. Avoiding the use of interactive teaching methods None 13. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In the context of health education, the 'Elaboration Likelihood Model' is primarily used to understand: A. The role of physical fitness in learning B. How individuals process and are persuaded by health messages C. The genetic basis of health behaviors D. The impact of climate change on health education None 14. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, 'Locus of Control' primarily refers to: A. The physical location where health education occurs B. An individual's belief about the causes of health outcomes C. The administrative control over health education curriculum D. The focus on controlling infectious diseases None 15. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction What is the primary aim of 'Health Literacy' in health education? A. To limit access to advanced health information B. To ensure individuals have the capacity to obtain, process, and understand basic health information C. To focus solely on literacy rates in general education D. To prioritize medical jargon over understandable language None 16. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, 'Motivational Interviewing' is primarily used to: A. Discourage individuals from making health behavior changes B. Facilitate and engage intrinsic motivation within individuals for behavior change C. Focus solely on providing information without fostering discussion D. Apply authoritative strategies to enforce health behaviors None 17. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction The 'Logic Model' in health education program planning is primarily used for: A. Avoiding the assessment of program outcomes B. Providing a systematic and visual way of presenting relationships among resources, activities, and desired outcomes C. Focusing solely on the financial aspects of health programs D. Limiting stakeholder input in program planning None 18. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, 'Cognitive Dissonance Theory' is significant for understanding: A. The process of budget allocation in health programs B. The psychological discomfort that leads to attitude change when behaviors and beliefs are inconsistent C. The role of technology in health education D. The prioritization of physical education over health instruction None 19. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction Cultural Humility' in health education primarily involves: A. Ignoring cultural differences and promoting a single standard B. Recognizing and addressing power imbalances and being open to learning from others' cultures C. Focusing solely on the educator's cultural background D. Avoiding discussions about cultural influences on health None 20. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, 'Problem-Based Learning' (PBL) is primarily characterized by: A. Learning through the passive reception of information B. The use of real-world problems as a context for students to learn critical thinking and problem-solving skills C. Avoiding any challenges or problems in the curriculum D. Solely focusing on theoretical knowledge without practical application None 21. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction The primary purpose of 'Asset Mapping' in community health education is to: A. Identify only the weaknesses and problems in a community B. Catalog and utilize the strengths, resources, and assets within a community C. Focus solely on external funding sources D. Exclude community participation in health program planning None 22. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction The concept of 'Social Marketing' in health education is used primarily to: A. Promote products for commercial gain B. Apply marketing principles to create social change and promote health behaviors C. Avoid addressing public health issues D. Focus exclusively on television and radio advertising None 23. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction Which teaching strategy in health education is most effective for addressing diverse learning styles and multiple intelligences? A. Using only lectures and written materials B. Implementing a variety of instructional methods, including hands-on activities, discussions, and visual aids C. Limiting instruction to textbook reading D. Focusing solely on auditory learning techniques None 24. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In the context of health education, what is the primary focus of 'Service Learning'? A. Avoiding community involvement in education B. Integrating community service activities with instructional learning objectives C. Focusing exclusively on in-class theoretical learning D. Limiting student exposure to real-world health issues None 25. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction Which method is most effective for evaluating the impact of a health education program on behavior change? A. Assessing only the program's budget and expenses B. Conducting pre- and post-program surveys and behavioral assessments C. Ignoring participant feedback and outcomes D. Focusing solely on short-term program attendance None 26. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, 'Peer Education' primarily involves: A. Students learning exclusively from professional health educators B. Students teaching and learning from each other to enhance understanding and skills C. Avoiding interactive and collaborative learning methods D. Limiting educational opportunities to formal classroom settings None 27. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction The 'Whole School, Whole Community, Whole Child' model in health education emphasizes: A. The exclusion of community and family involvement in education B. A collaborative approach integrating school, community, and child health C. Focusing solely on academic achievement without considering health D. Ignoring the role of environmental factors in child health None 28. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, what is the primary goal of utilizing the 'Theory of Planned Behavior'? A. To explain and predict health behaviors based on attitudes, subjective norms, and perceived behavioral control B. To focus on the biological aspects of health without considering psychological factors C. To discourage active participation in health decision-making D. To prioritize external factors over individual beliefs and attitudes None 29. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction What is the primary purpose of 'Advocacy Skills' training in health education? A. To discourage students from participating in health-related policy discussions B. To equip students with the skills to influence health policy and practice for positive change C. To focus only on personal health improvement, ignoring community health D. To avoid addressing controversial health topics None 30. Praxis Health and Physical Education: Health Education as a Discipline/Health Instruction In health education, 'Reflective Practice' primarily helps educators: A. Avoid evaluating and improving their teaching methods B. Continuously assess and enhance their teaching strategies based on experience and feedback C. Focus exclusively on standardized teaching without customization D. Disregard student feedback and learning outcomes None 1 out of 30 Time is Up! Time's up
