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identify a component of fitness that affects children within the chosen grade level. Design a lesson plan that addresses this challenge and engages children in activities and discussion of this issue.

  1. Describe the typical physical development in terms of the components of fitness of an average child within this age group (1-2 pages)

    • This information should be taken from textbooks/scholarly articles and based on norms for a child of this age, not personal experiences
    • Address any challenges to physical education participation that the identified student population might face (physical development in terms of locomotor and non-locomotor skills, muscle tone and development, etc.).

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Health Portfolio
Tsoler Hamamjian
Los AAngeles Pacific University
Physical Education
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Health and Physical Development
The eighth-grader students have a vast difference in terms of development. The girls are
95% mature in height while the boys start voice change. Some of the students have skin issues
because hygiene is a crucial issue. The skin change emanates from the logical background and
their upkeep sensitizations. The students have different eating patterns because this is the period
when their muscle tones and body changes take place (Joensuu et al., 2020). Others might eat at a
standard rate while others eat insufficient food. Equally, some will overeat because they believe
when an individual eats more; they can gain weight to flex around the school or in the
neighborhood. The psychological development of 8th-grade students worries them since they look
disturbed about their physical or typical outlook. The students might feel awkward because their
cognitive development is directly linked to their physical changes (Joensuu et al., 2020). Hormonal
and physical demands linked to puberty might slow their intellectual growth and predominate their
short-term thinking logarithm.
The children within this age struggle with a sense of identity, and the boys have an
increased rate of distraction from doing their homework. The destructive components include
sports, fashion, video games, and movies. Their intellectual development in formal operations is
functional, making them unwilling to take risks (adolescent insecurity) (Joensuu et al., 2020). Due
to their tentative approach, the eighth graders are usually unwilling to take significant risks due to
existing fears and self-consciousness. The idealistic concerns are the causative actions of being a
naïve lot, making them fall into peer pressure and have the urge to experiment with drinking
alcohol or engage in drug and substance abuse.
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Anxiety Disorders among Eighth Graders
Among adolescents, mental health problems pose a significant problem that is rarely
addressed globally. According to obstetrician-gynecologists that serve them, adolescents are more
likely to have one or more mental health disorders that go unreported. Some disorders make the
patient to have problems articulating their health concerns and adhering to recommended
treatment. The mental disorders affect their hypothalamic, gonadal, and pituitary axis, causing
anovulatory cycles or menstrual disturbances in girls (Stanciu et al., 2021). According to World
Health
Organization
(WHO),
some
adolescents
with
mental
disorders
consume
psychopharmacologic agents that cause psychiatric dysfunction, menstrual abnormalities, and
galactorrhea (Stanciu et al., 2021). Some adolescents engage in acting-out behavior hence
increasing their modes of unsafe objectivism, such as unsafe sexual behavior. The behavior of
unsafe sex can result in sexually transmitted infections and unwanted pregnancies.
This is the most common psychiatric health disorder, and statistically, one in ten
adolescents meets this clinical criterion. The types of an anxiety disorders include social anxiety
disorder, panic disorder, and anxiety disorder. Anxiety disorder interferes with the essential areas
of the brain’s functionality, and such students usually have performance issues in school and in
relating to their peers (Stanciu et al., 2021). Physical symptoms of an anxiety disorder include
chronic severe pain or dysmenorrhea, chest pains, shortness of breath, dizziness, palpitation,
syncope, recurrent abdominal pain, nausea, and abnormal sleeping patterns that affect their energy
levels and appetite. According to DSM-V classification, posttraumatic stress disorder (PSTD) and
obsessive-compulsive disorder (OCD) are classified under anxiety disorders. The PSTD manifests
itself with symptoms that resemble mood disorders (Stanciu et al., 2021). Students with OCD
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report vulvovaginitis due to excessive attention to perineal hygiene. Equally, some experience
excessive bleeding during their menstrual cycle.
The somatization disorder is classified under anxiety disorder, and it is more common in
females than males. Somatization disorder is rare in adolescents, and gynecologists advise that its
symptoms are chronic pelvic pain, vulvovaginal pain, severe dysmenorrhea, and ovarian cysts.
The disorder makes females look pregnant due to abdominal enlargement, amenorrhea, and the
development of pregnancy symptoms (Stanciu et al., 2021). The dysmorphic disorder begins
during adolescence and is associated with social anxiety disorder. Somatization disorder is
frustrating and challenging, and at times, it goes undiagnosed correctly. The symptoms are very
disappointing, and it makes the adolescent feel sidelined amongst their peers. The reduction in
self-esteem can affect their school grades and result in obesity since they will be unwilling to
participate in physical activities.
The last anxiety disorder is having suicidal thoughts. The suicidal thoughts might seem
rare because some go unreported. It is common among adolescents because such students are
oriented to have success and fame. Once they realize they cannot satisfy their needs, they become
depressed and develop anxiety. The leading causes of suicidal thoughts include chronic sadness,
declining school grades, family dysfunction, sexual abuse, alcohol, and drug abuse, and problems
defining their sexual orientation (Stanciu et al., 2021). Adolescents with anxiety disorders must be
enrolled in psychological sessions and constant checkups by healthcare providers. The teachers
can improve the understanding of mental wellness in classes and reduce the negative thoughts of
students toward mental illnesses.
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Lesson Plan for Anxiety Disorder
Learning Objective
1. Understanding about the anxiety disorders
2. Understand the stigma surrounding anxiety disorders.
3. Impacts of anxiety disorder
4. The myths and realities of the mental illness
5. Exhibit positive understanding of anxiety disorders
Activities
1. Defining Stigma
2. Exploration of attitudes that surround stigma
3. Modes of reducing stigma
Materials
1. Giving each student a handout about the anxiety disorders and stigma related to each
disorder.
2. Survey of attitudes about anxiety disorder (chart and graphs).
3. Video session about the personal attitudes survey
4. Ask question to the class about what they have learned
References
Joensuu, L., Kujala, U., Kankaanpää, A., Syväoja, H., Kulmala, J., & Hakonen, H. et al. (2020).
Physical fitness development in relation to changes in body composition and physical
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activity in adolescence. Scandinavian Journal of Medicine &Amp Science in Sports, 31(2),
456-464. https://doi.org/10.1111/sms.13847
Stanciu, C., Brunette, M., Teja, N., & Budney, A. (2021). Evidence for Use of Cannabinoids in
Mood Disorders, Anxiety Disorders, and PTSD: A Systematic Review. Psychiatric
Services, 72(4), 429-436. https://doi.org/10.1176/appi.ps.202000189
Lesson Plan Template
Component:
Day:
Grade Level:
Topic/Unit:
Modification(s):
National Standards and Corresponding Objectives:
Standard
Standard
Standard
By the end of the lesson, the student will be able to:
Lesson Description/Overview:
Equipment:
Set-up:
If you need to group students together do so according to their skill level if possible.
Time
Prepare:
Time
Warm-up:
Time
Learning Experiences/Activity: Skill Development-
Tips:
TIME
Learning Experiences/Activity:
Tips:
Assessment:
Closure: Reflection (time):

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