2. Anxiety
Type Characteristics
Generalised anxiety disorder This disorder is characterised by excessive concern
regarding unrealistic events and possibilities. Confidence
is generally a key issue in the sufferer.
Separation anxiety Separation anxiety is related to fear of separation from a
loved one. This is common in young children.
Phobia Phobia refers to fear which is related to events, objects or
things.
Social phobia Social phobia is a fear directly linked to social interaction
and can manifest as extreme shyness and isolation.
Obsessive compulsive disorder This disorder is characterised by “persistent unwanted
thoughts” (Kids Matter. 2012-13. p2) of which are usually
associated with cleanliness, symmetry and perfection.
Post traumatic stress disorder This disorder refers to stress, anxiety and other affects
experience as a result of a traumatic event.
Symptoms of Anxiety
• Hysteria
• Tremors/ Shaking
• Psychosomatic illness (vomiting,
headaches)
• Withdrawn / shyness
• Distrust
• Sleep issues
• Avoidance
(Evley &Gamin. 2011.)
Anxiety is a normal aspect of life which has been experienced by
most in some form, however anxiety as a disorder “is when these
anxious feelings don't subside. Anxiety is when they are ongoing
and exist without any particular reason or cause” (Beyond Blue.
2015. pp1).
Managing Anxiety
• Acknowledge the anxiety
• Discuss the source of anxiety
• Develop a ritual or plan for when
anxiety strikes
• Be supportive
• Seek professional help (Beyond
Blue, Kids Matter, psychological
associations)
3. Asthma
Asthma is a medical condition which afflicts the airways. With
1 in 10 Australians diagnosed with asthma this is a common
condition (Asthma Australia. (nd). pp3).
Asthma is caused by
genetic and environmental
factors
In asthmatic episodes the
airways become inflamed,
mucus lines the airways and
the airways constrict.
Symptoms of Asthma
• Wheezing
• Tight chest
• Dry cough
• Shallow breathing
Managing Asthma
There are preventative and reliever medications
which can be prescribed by a doctor such as Ventolin
and Asmol. Forming an Asthma Action Plan with your
doctor will provide reference if the Asthma worsens.Triggers for
Asthma
• Aerosols
• Smoke
• Illness
• Medication
• Pollen
• Exercise
• Food
Managing Asthma in School
• Awareness amongst school
community
• Asthma Action Plan for
sufferers
• First aid trained staff
4. Obesity
Childhood obesity is a very real
issue, with 25.7% of children
between the ages of 5-17 years
classified as obese in 2011-2012.
(Government of Western Australia; Health Department.
2014)
Ramifications of Obesity on Health
and Lifestyle
Obesity can result in other health
issues such as sleep apnoea,
diabetes and reduced lung capacity
are some of the physical issues there
is also the mental health issues such
as low self esteem, depression,
eating disorders and many more.
Tackling childhood obesity
“prevention and treatment
interventions are most likely to be
successful when implemented pre-
puberty” (Government of Western Australia; Health
Department. 2014. p1). In light of this it is
important that obesity issues when
recognised are addressed seriously
and timely. In achieving a healthy
body mass index (BMI) in an obese
person
diet and routine need to be altered
to include healthy foods and
physical activities. In some cases a
doctor needs to be consulted.
Schools and Childhood Obesity
“School based obesity
prevention programs are most
successful among primary
school aged children” (Government of
Western Australia; Health Department. 2014 .p2). In
preventing obesity the key areas
of healthy eating and exercise
need to be addressed.
Healthy eating : school breakfast
program, classroom fruit snacks,
healthy canteen menus, healthy
food choice education.
Exercise: physical education
lessons, 10 minute exercise
routine at commencement of
school day, cross-curricular
involvement of physical activity
in other subject areas, extra
curricular sporting
opportunities.
5. Better Health
Outcomes in
Children
Physical activity for better
health outcomes
Improves : weight, bone
strength, muscles,
cardiovascular fitness, sleep
patterns.
Develops : Balance, strength,
coordination, flexibility, gross/
fine motor skills, concentration.
(Healthy Kids. 2015.)
Sport for better health outcomes
“ Growing body of research
literature finds that in addition to
improved physical health, sport
plays a primarily positive role in
youth development, including
improved academic achievement,
higher self-esteem, fewer
behavioural problems, and better
psychosocial.” (Hanna. 2012. p.33)
Social: communication
development, teamwork skills,
leadership skills, sense of
belonging, formation of
relationships, sharing, and
sportsmanship.
Emotional: controlling emotions in
tense situations, resilience, self
esteem and confidence.
6. Physical Activity and Sport in
Schools
Within schools physical activity and sport are
present as a curriculum subject. The
challenge is ensuring participation in the
tasks and outcomes the curriculum includes.
In order to achieve participation the
environment in which this is performed
needs to be positive and supportive to incite
confidence in students. The activities need
to foster interest and enjoyment in
participation, this is a challenge in keeping
with curriculum constraints. However
sporting organisations exist to fulfil a role of
supporting these curriculum requirements
with specific approaches with fun at the
forefront of the operation.
Auskick and Milo Cricket are initiatives
which aim to provide school
communities with access to organised
games, training, sport clinics and
interschool competitions in popular
sports.
Bluearth is an organisation that is
focused on physical activity providing
lesson plans, instructors and equipment
in order to provide school communities
access to non-competitive play based
physical activity with movement and skill
development key.
7. Schools Role in Better Health
Health education is the basis of the schooling
systems role in enhancement of health.
Through education student can equip
themselves with knowledge in key health areas
and in turn make informed decisions in regards
to their health. In developing an understanding
of health in a cohort of students the wider
school community and local society will have
greater exposure to health issues and related
information.
In providing health education within schools
the approach needs to be holistic incorporating
all elements of health, addressing both physical
and mental health issues.
In educating on health issue the causes, affects
and remedies as well as preventative measures
need to be covered and it needs to be conveyed
in a range of mediums.
The education of health requires investment
and involvement from all aspects of the
schooling community and extends throughout
the curriculum.
8. Schools Role in Better Health cont.
Health Education Organisations
• Life Education; Healthy
Harold.
• Colgate; Bright smiles! Bright
futures!
• Sun Smart
• Kids Matter
• Stephanie Alexander’s
Kitchen garden
“Health Priority Areas in Primary
Education
• Healthy eating and Oral Health
• Physical activity
• Mental Health and Well being
• Safe environments
• Sun Protection
• Sexual health and wellbeing
• Tobacco control
• Alcohol and other drug use”
(Department of Education and
Training. 2013. pp6)
Policies for a Healthy School Community
• Access to a range of extra- curricular
sporting activities.
• Investment into physical education
equipment and playground areas.
• Healthy canteen menu’s
• Allowance for healthy snacks in the
classroom during class sessions.
• Short active sessions at the
commencement of the school day.
• Sun smart policies
• Engage a range of health based
community groups to partner in
Health education.
9. Teachers Role in Better Health
The teacher’s role is to actively seek
out and provide relevant information
in regards to health issues to students
and the school community. In
conveying this information they need
to actively participate in any
associated programs alongside
students and role model the
elements of better health they are
teaching. A teacher also needs to be
vigilant of existing and potential
health issues amongst their students
and ensure adequate steps are taken
to cater for and support the student
and their family in the education
setting.
10. References & Bibliography
Asthma Australia. (n.d.). About Asthma: What is Asthma. Retrieved from http://www.asthmaaustralia.org.au/default.aspx
Beyond Blue. (2015). Anxiety; What is Anxiety? Retrieved fromhttp://www.beyondblue.org.au/the-facts/anxiety
Department of Education and Training. (October 2013). Prevention and health promotion. Retrieved from
http://www.education.vic.gov.au/school/principals/health/pages/healthpromo.aspx
Evley, M &Gamin, Z. (2011). Separation Anxiety: School drop offs and camps. In Working with children with separation anxiety. Retrieved from
http://www.psych4schools.com.au/excerpt/separation-anxiety
Government of Western Australia; Health Department. (June 2014). Early detection guidelines. In Community health manual guideline school aged children.
Retrieved from
http://www.pmh.health.wa.gov.au/general/CACH/docs/manual/4%20School%20Aged%20Children/4.4/4.4.5/4.4.5OverweightandObesityinPrimarySchoolChildr
en.pdf
Hanna, K. (2012). USADA; True Sport. Retrieved from http://truesport.org/resources/publications/reports/psychological-and-social-benefits-of-playing-true-
sport/
Healthy Kids. (2015). Physical activity. Retrieved from http://www.healthykids.nsw.gov.au/teachers-childcare/physical-activity.aspx
Kids Matter. (2012-13). About anxiety. Retrieved from http://www.kidsmatter.edu.au/sites/default/files/public/KMP_C4_CAD_AboutAnxiety.pdf
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Emma Gay ; 11518771
