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Drawing on experiences in professional meetings and historical context, it contrasts past attempts at “back to basics,” ongoing challenges like childhood obesity, and the weak translation of evidence-based community programs. It also addresses the evolution of health education, questioning certification progress, and urges more interdisciplinary, creative, risk-taking approaches for the coming decades.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/health-education-circa-2035-a-commentary/592367/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/health-education-circa-2035-a-commentary/592367.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What motivates the commentary’s focus on the future of health education?","Question",{"text":112,"@type":113},"It begins with the universal impulse to imagine how life might look later, then uses professional history and prior predictions to frame what health education must change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the commentary critique “back to basics” and targeted school testing?",{"text":117,"@type":113},"It argues that the movement’s emphasis on test scores displaced the broader utility of health as a foundational requirement, contributing to reduced formal health and physical education attention.",{"name":119,"@type":110,"acceptedAnswer":120},"What problem does the commentary identify regarding evidence-based community health programs?",{"text":121,"@type":113},"It notes that only a very small share of such programs are translated and implemented, suggesting the field has not operationalized and sustained effective practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592367,1793042573,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Commentary  \nHealth Education circa 2035—A Commentary  \nRobert J. McDermott  \nMcDermott RJ. Health education circa 2035—a commentary. Am J Health Educ. 2011;42(1):2-3.  \nMost of us are intrigued by the prospect of the future and at some point in our lives we all think about how interesting it would be if we could see into the future. In the 1960s, Rod Serling gave us the Twilight Zone, a show that from time-to-time revealed tous what life might be like in the future. In the 1960 movie, The Time Machine (not its forgettable 2002 remake) actor Rod Taylor, as H. George Wells, traveled far into the future to find that the world as he knew it largely had been destroyed and the human race that survived had divided into two hostile species.  \nIn 2010, I was asked to represent the American Association for Health Education (AAHE) at the 125th Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) in Indianapolis, when the Alliance’s various constituents assembled to reflect on its 125 years, with a focus on its most recent quarter of a century. In someways it was ironic that I was asked to be AAHE’s soothsayer for that occasion. You see, a little more than 30 years ago, while in graduate school at the University of Wisconsin-Madison, I purchased my own hand-held Texas Instruments Statistical Calculator and an office mate bought oneof the first microcomputers, a Radio Shack device whose storage system was magnetic cassette tape. At that point I predicted that technology had advanced as far as I was likely to see in my lifetime. Therefore, if my insights are as good now as they were then, all of you might as well stop reading.  \nOn the 100th anniversary of AAHPERD  \nin 1985, the late Peter Cortese, a renowned health educator and President of AAHE, was asked to speculate about our future as I was asked to do. Cortese was concerned about the “back to basics” movement that started rising in1980s education rubric and that developed into a dogma that eventually became iconic as the“No Child Left behind Act” of 2001. In the zeal to attain a targeted test score and achieve a sought after benchmark of school performance, the utility and simplicity of Cortese’s worry of there being“nothing more basic than health” was lost on schools. Today, we are fighting for the return of formal physical education requirements amidst a much-publicized epidemic of childhood obesity and a generation of sedentary youth.  \nCortese warned us that it was “penny-wise and pound-foolish” to decrease funding for community health programs. Today, \u003C1% of evidence-based community health programs, such as ones described in CDC’s Guide to Community Preventive Services 1 ([http://www.thecommunityguide](http://www.thecommunityguide). org/index/html) become translated and implemented. It seems as if we have failed to provide the recipe to operationalize and sustain programs successfully.  \nLastly, Cortese addressed himself to the evolution of the health education profession itself. Voluntary certification of health educators was to occur less than five years after he addressed the 1985 assembly. However, more than 20 years later, the certification scepter has not made much headway with employers and health educators and still  \nlanguishes somewhere low within the hierarchy of health professionals.  \nSo, what will life be like in 2035, and what will its implications be for the way in which health education is practiced? To say the least, that is a challenging question. In the late 1980s, as our health education MPH program was evolving at the University of South Florida College of Public Health, some colleagues and I were asked to survey a random sample of the “Who’s Who in Health Education,” to gain insight about the preparation of health educators in research and practice for the 1990s and beyond. What we received with perfect acuity was not insight about the future, but rather, profoundly detailed hindsight of the ideal preparati","cbCaiohlrKi1E4kA","https://ap.wps.com/l/cbCaiohlrKi1E4kA","pdf",77665,"English","# Overview and future framing\n## Lessons from technology and professional history\n## Back-to-basics, funding, and community program implementation\n## Evolution of health education and certification\n## Preparing for 2035: interdisciplinary and creative approaches\n# References","[{\"question\":\"What motivates the commentary’s focus on the future of health education?\",\"answer\":\"It begins with the universal impulse to imagine how life might look later, then uses professional history and prior predictions to frame what health education must change.\"},{\"question\":\"Why does the commentary critique “back to basics” and targeted school testing?\",\"answer\":\"It argues that the movement’s emphasis on test scores displaced the broader utility of health as a foundational requirement, contributing to reduced formal health and physical education attention.\"},{\"question\":\"What problem does the commentary identify regarding evidence-based community health programs?\",\"answer\":\"It notes that only a very small share of such programs are translated and implemented, suggesting the field has not operationalized and sustained effective practices.\"}]","Health Education circa 2035 - A Commentary | PDF",1792074420]