Journal #4 - Appropriate Eating and Fitness

Ever since I started this HFLE course, the subject of appropriate eating and fitness has become even more important to me. I used to think that diet and exercise were mostly about athletic performance or physical appearance. However, I now see how closely physical activity and nutrition relate to a young person’s physical, emotional and mental development through the lens of HFLE and the life-skills approach. I have been forced by this course to examine my own beliefs and behaviors around lifestyle and health.

Promoting healthy behaviors to students is simple, but setting an example of them on a regular basis is much more difficult, particularly in a culture where convenience and unhealthy options are so readily available. I have come to understand that in order to be a successful HFLE educator I also need to practice what I teach by making deliberate, well-balanced decisions that are consistent with the values of self-care and wellness.

In our investigation of this subject, the most notable finding is that healthy eating and exercise can empower young people to manage their health as well as develop self-discipline, self-respect and long-term goal setting. Charts and calorie counts are just one aspect of these subjects when they are taught using a life skills framework. They turn into teachings about identity formation, stress management, body positivity and self-control. I also value how the course connects theory to practice, giving us the tools to include these lessons in meaningful and developmentally appropriate ways in the classroom. Telling students what to eat or how often to exercise is not enough, they also need to understand the importance of these habits and how to make wise decisions in a world full of conflicting information.

            One of the most important lessons I learned was the importance of being sensitive when discussing food, fitness and body image. It is possible that many students, particularly teenagers, have already internalized negative messages about their bodies. As HFLE educators we must exercise caution to avoid perpetuating shame or irrational expectations. Rather, we ought to advocate for a comprehensive view of health that emphasizes self-acceptance, inclusivity and balance. I am becoming a more knowledgeable educator and a more sympathetic supporter of the welfare of young people as a result of this course.

            Healthy eating and exercise are lifelong tools for empowerment, not just subjects covered in the classroom. Throughout this journey I’m dedicated to supporting my students’ development both within and outside of the classroom by assisting them in creating positive self-images and healthy habits through HFLE.