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| Section | Objectives |
|---|---|
| Health Coaching and Behavior Change | - Health coaching models and approaches - Motivational interviewing techniques - Transtheoretical Model (Stages of Change) - Strategies for maintaining behavior change |
| Physical Fitness | - Muscular fitness (strength and endurance) - Body composition and healthy weight management - Components of physical fitness assessment - Exercise programming and prescription - Flexibility and stretching - Cardiorespiratory fitness and training principles |
| Nutrition | - Micronutrients (vitamins and minerals) - Weight management and energy balance - Dietary guidelines and recommended intakes - Macronutrients (carbohydrates, proteins, fats) - Nutrition for health and performance - Dietary assessment methods |
| Mental Health and Stress Management | - Sleep and rest for health - Stress physiology and the stress response - Mental health and its relationship to wellness - Stress management techniques |
| Personal Training and Exercise Leadership | - Professional ethics and scope of practice - Motivational strategies for clients - Principles of exercise instruction - Safety considerations and injury prevention |
| Health, Fitness, and Wellness Foundations | - Goal setting for health behavior change - Health behavior models and theories - Definitions of health, fitness, and wellness - Wellness movement and history - Dimensions of wellness (physical, emotional, intellectual, spiritual, social, environmental, occupational) |
| Weight Management | - Behavior modification for weight management - Strategies for weight loss and weight gain - Energy balance equation - Body mass index (BMI) and body composition - Disordered eating and eating disorders |
| Chronic Disease and Prevention | - Diabetes prevention and management - Lifestyle factors and disease risk - Leading causes of death and morbidity - Immune function and disease prevention - Cardiovascular disease prevention - Cancer prevention and early detection |
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質問 # 11
Trying to understand the struggles that ELL students experience in a cohort is an example of which SEL competency?
正解：C
質問 # 12
Which is a characteristic of SEL skills?
正解：B
解説：
Social and Emotional Learning (SEL) skills include abilities like self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. A key characteristic of SEL skills is that they arelearned and strengthened over time-not fixed traits-and they can continue to developthroughout adulthood. People refine SEL through life experiences, feedback, coaching, education, and intentional practice. For example, adults often improve communication, emotional regulation, empathy, and conflict resolution as they take on new roles such as employee, manager, partner, caregiver, or community member.
Option A fits this lifelong-development perspective. SEL skills build through repeated practice in real situations-handling stress, collaborating with others, managing frustration, and making thoughtful choices.
This is why SEL is described as a set of competencies that can be taught, practiced, and improved at any stage of life.
The other options are inaccurate. SEL skills donottypically take a short time to develop; while small improvements can happen quickly, strong skills usually require ongoing practice. SEL skills are also not limited to the workplace; they apply at school, home, sports teams, friendships, and community settings.
Finally, SEL skillscanbe measured in meaningful ways, such as through self-reflection checklists, observed behaviors, goal tracking, and growth over time in areas like cooperation, emotional regulation, and problem- solving.
In wellness education, understanding SEL as lifelong skills encourages a growth mindset: even if someone struggles with stress, confidence, or social connection now, they can improve with practice and support.
質問 # 13
Which scenario is an example of an effective self-management skill?
正解：A
解説：
Self-management is the SEL competency focused on regulating emotions, thoughts, and behaviors effectively in different situations. It includes managing stress, controlling impulses, motivating oneself, and using coping strategies to stay on track with goals. Among the options, maintaining a positive attitude after failing an assessment (D) best demonstrates self-management because it shows emotional regulation and resilience in response to a setback. Instead of spiraling into frustration or giving up, the person controls their reaction and keeps a constructive mindset, which supports persistence and healthier coping.
While option A (setting short- and long-term goals) is valuable, it is more directly tied to planning and organization skills often grouped under executive functioning. Option B (taking the lead on a group project) aligns strongly with communication, leadership, and collaboration skills. Option C (providing support for a struggling student) reflects social awareness and relationship skills-empathy, helping, and cooperation.
In wellness education, self-management is commonly taught through strategies such as positive self-talk, stress reduction techniques (breathing, breaks, movement), time management, and reframing challenges as learning opportunities. Maintaining a positive attitude after failure is a practical example because it requires the person to notice discouraging thoughts and choose a healthier response. This skill protects emotional well- being, reduces avoidance behaviors, and helps people take the next effective action-reviewing mistakes, seeking help, and improving study habits-rather than being stuck in shame or frustration.
質問 # 14
A male individual has a family history of heart disease but is currently healthy. The individual wants advice on the type of exercise to reduce risk. Which approach is recommended by the American Heart Association to achieve this goal?
正解：D
解説：
For lowering future cardiovascular risk-especially with afamily history of heart disease-the most consistently recommended exercise foundation ismoderate-intensity aerobic activity performed regularly throughout the week. The American Heart Association (AHA) advises adults to getat least 150 minutes per week of moderate-intensity aerobic activity(or 75 minutes vigorous, or a combination), preferably spread across the week. A very practical way to meet that goal is about30 minutes on 5 days per week, which aligns closely with "four to five times per week." Moderate-intensity aerobic exercise includes brisk walking, cycling at an easy-to-moderate pace, swimming, or dancing-activities that raise the heart rate and breathing while still allowing conversation (the "talk test").
These workouts improvecardiorespiratory fitness, help manageblood pressure, supporthealthy cholesterol patterns, improveinsulin sensitivity, and assist with weight management-key protective factors for heart health.
The other options are valuable but are not the primary AHA approach for reducing heart-disease risk in an otherwise healthy person. Stretching supports mobility and comfort, but it does not provide the same cardiovascular conditioning. Meditation can reduce stress and may support heart health indirectly, but it is not a substitute for aerobic conditioning. Strength training is important and is also recommended by the AHA (typicallyat least 2 days per week), but on its own it does not replace aerobic activity as the main strategy for cardiovascular risk reduction.
So, the best single choice ismoderate-intensity aerobic exercise four to five times per week, ideally combined with some resistance training across the week for a complete heart-healthy routine.
質問 # 15
Working to develop one's ability to understand others' emotions is an example of which SEL competency?
正解：B
解説：
Developing the ability to understand others' emotions is closely linked to empathy, which is a core part of SEL relationship skills and strong interpersonal communication. Among the provided options, the best match is communication and leadership (C) because effective communication and leadership depend on accurately reading others' emotions, responding respectfully, and adapting communication style to the needs of the situation. Leaders who understand emotions can motivate teams, resolve conflicts, and build trust-skills that are directly supported by empathy.
While self-awareness focuses on recognizing one's own emotions and patterns, the question specifically emphasizes understanding others' emotions, which goes beyond self-awareness. Self-management is about regulating one's own emotions and behavior, not interpreting others. Executive function relates to planning, attention, and impulse control; it supports good choices but is not the main competency for emotional understanding.
In practical terms, building this competency might include observing body language and tone, asking open- ended questions, listening without interrupting, and reflecting back what the other person seems to feel ("It sounds like you're frustrated"). This reduces misunderstandings and strengthens relationships. In school and work, it can improve teamwork, customer/patient interactions, and conflict resolution.
So, the most accurate answer from the given choices is communication and leadership, because understanding others' emotions is central to effective human interaction and leading others in supportive, respectful ways.
質問 # 16
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