Health-Fitness-and-Wellness Sample Questions Answers

REM (Rapid Eye Movement) sleepis best known as the stage in whichmost vivid dreaming occurs, making optionCthe true description. During REM, brain activity becomes more active and can resemble wakefulness in some ways, which helps explain why dreams can feel intense, emotional, and story-like. REM plays an important role in mental recovery, learning, and emotional processing, which is why adequate sleep time supports mood and cognitive performance.

REM does not usually occur in longer periods during the first half of the night. Instead, sleep cycles repeat roughly every 90 minutes, andREM periods typically become longer later in the night, especially in the second half. That is why cutting sleep short often reduces REM time disproportionately.

OptionBis also incorrect because REM is not defined by a steady slowing of breathing and heart rate. While the body’s muscles are largely relaxed and temporarily “inhibited” to prevent acting out dreams,breathing and heart rate can be more variablein REM compared with deeper non-REM sleep.

OptionDdescribesStage 1 (N1)rather than REM. Stage 1 is the drifting transition where a person can easily wake up, whereas REM is a distinct phase within the sleep cycle.

From a health and wellness perspective, understanding REM can help explain why consistent sleep duration matters. People often feel mentally foggy or emotionally reactive when they miss sleep because REM and other key stages are shortened. Supporting REM sleep involves steady sleep-wake times, limiting alcohol close to bedtime, managing stress, and creating a dark, cool, quiet sleep environment.

Cocaine is classified as astimulantbecause it speeds up activity in the central nervous system. Stimulants typically increase alertness, energy, and feelings of confidence or euphoria, while also raising heart rate and blood pressure. Cocaine produces these effects by strongly increasing certain brain chemicals involved in reward and arousal, which is why it can feel intensely reinforcing and is associated with high risk of dependence.

From a health perspective, stimulant effects also explain many of cocaine’s dangers. Short-term risks include rapid heartbeat, elevated blood pressure, agitation, anxiety, and impaired judgment. Because stimulants strain the cardiovascular system, cocaine use is associated with serious complications such as irregular heart rhythms, heart attack, stroke, overheating, and seizures—sometimes even in younger people. The risk increases with higher doses, repeated use, mixing with other substances, or underlying health conditions.

The other categories listed do not fit cocaine’s primary effects.Opioids(such as heroin or certain prescription pain medicines) generally slow breathing and are known for pain relief and sedation.Depressants(such as alcohol or certain sedatives) slow down brain activity, often causing drowsiness and impaired coordination.Cannabinoidsare substances related to cannabis and have a different pattern of effects on perception, mood, and coordination. Cocaine’s hallmark is stimulation—higher energy, faster body processes, and increased nervous system activity—sostimulantsis the correct classification.

Understanding drug categories is important in health education because it helps explain expected effects, risks, signs of misuse, and why combining substances can be especially dangerous.

When a sedentary person begins exercising for30 minutes at least three times per week, one of theearliest and most noticeablebenefits is often animprovement in mood. Physical activity can produce near-term changes in brain chemistry and stress regulation—many people report feeling calmer, more positive, and less tense after even a single session. Public health guidance notes that some brain-related benefits of physical activity can happenimmediately after a bout of moderate-to-vigorous activity, including reduced short-term feelings of anxiety.

This quick mood shift is tied to mechanisms emphasized in many fitness and wellness resources: exercise helps lower stress hormones and supports the release of “feel-good” neurochemicals (commonly discussed as endorphins), improving emotional state and helping with mild symptoms of stress or low mood. Mayo Clinic also highlights mood improvement as a key benefit of exercising several times per week.

The other answer choices are less appropriate as “first noticeable” benefits. Exercise doesnotcause “increased total cholesterol” as a desirable early outcome; over time, regular physical activity is more associated with healthier lipid patterns. “Reduced risk of chronic disease” is a real and important benefit, but it usually becomes measurable overweeks to monthsof consistency (and is not typically the first thing someone notices day-to-day). Finally, “decreased sleep” is not a typical health benefit—regular activity more commonly supportsbetter sleep qualityover time, not worse sleep.

In practical terms, early mood benefits can help build adherence: noticing you feel better after workouts makes it easier to maintain the routine long enough to earn the longer-term gains like improved fitness, blood pressure control, and reduced chronic disease risk.

Good dental hygiene focuses on preventing cavities, gum disease, and bad breath by controlling plaque (a sticky film of bacteria) and strengthening tooth enamel. Three widely recommended, core strategies are:regular dental visits,brushing with fluoride toothpaste, andcleaning between teeth daily.

Using fluoride toothpaste (B)is strongly recommended because fluoride helpsremineralize enameland makes teeth more resistant to decay. Brushing twice daily with fluoride toothpaste removes plaque and reduces the bacteria that cause cavities and gum inflammation.

Flossing daily (C)is essential because a toothbrush cannot effectively clean the tight spaces between teeth or under the gumline edges. Flossing helps prevent cavities between teeth and reduces the risk of gingivitis by removing trapped food particles and plaque in areas brushes miss.

Visiting a dentist once a year (A)supports prevention through professional cleaning and early detection of cavities, gum disease, and other oral health issues. Some people may need checkups more often depending on risk, but “once a year” reflects a reasonable baseline for routine preventive care.

Two options are not ideal.Brushing with rigorous strokes (D)is discouraged because aggressive brushing can wear enamel and irritate gums, potentially leading to gum recession and sensitivity. Effective brushing should begentle, thorough, and consistent, not forceful.

Brushing teeth after meals (E)can be helpful sometimes, but it is not always the top universal recommendation compared with twice-daily brushing and daily flossing. In some cases—especially after acidic foods or drinks—brushing immediately may not be ideal for enamel. Therefore, the best three foundational choices areA, B, and C.

Frequent handwashing is one of the most effective, evidence-based strategies to reduce the spread of the common cold in group settings like preschools. Cold viruses (most commonly rhinoviruses) spread throughrespiratory dropletsandcontaminated surfaces. In classrooms, children often touch shared toys, tables, doorknobs, and their faces. When a teacher touches these surfaces and then touches their eyes, nose, or mouth, the virus can enter the body. Washing hands frequently interrupts this route of transmission by physically removing germs before they can infect a personor be passed on to others.

Proper handwashing means using soap and water, scrubbing all hand surfaces (including between fingers and under nails) for at least20 seconds, then rinsing and drying thoroughly. If soap and water aren’t available, an alcohol-based hand sanitizer can help, though soap and water are preferred when hands are visibly dirty. In addition to hand hygiene, reducing face-touching and cleaning high-touch surfaces can further lower risk, but among the listed options, handwashing most directly reduces transmission.

The other choices support general health but don’t reliably prevent infection on their own. Drinking water helps hydration and normal body function, yet it does not stop viruses from spreading. Vitamin C may support immune function, but research shows it has limited effect in preventing colds for most people and cannot replace hygiene measures. Eating dairy is not a proven strategy to prevent cold transmission and may be irrelevant to infection control. For teachers and students, consistent hand hygiene remains a cornerstone of infection prevention, especially in environments with close contact and frequent shared materials.

This scenario best fitsexecutive function (C)because it shows a structured, problem-solving response to feedback. Executive function includes planning, organizing, evaluating results, and choosing effective strategies to improve performance. Here, the individual firstreviews comments(analyzes information), identifies the gap (why the assessment was unsuccessful), then selects an appropriate support resource (the Writing Center) and takes action. That sequence—reflect, plan, and act—represents executive functioning in a practical academic setting.

Executive function also includes persistence and flexible thinking. Instead of giving up or blaming external factors, the person uses feedback to guide a new approach. Contacting the Writing Center indicates the person is willing to adapt strategies, practice skills, and seek guidance. These behaviors increase the chance of improvement on future assignments because the individual is engaging in targeted learning rather than repeating the same approach.

The other options are less precise.Social awarenessfocuses on understanding others’ emotions and perspectives; this scenario centers on improving one’s own performance.Communication and leadershipcan be involved because the person will communicate with tutors or staff, but the key competency is the planning and decision-making behind seeking help.Self-managementincludes emotional control and motivation; it may play a supporting role (handling disappointment), but the central skill demonstrated is choosing an effective next step based on evaluation and planning—executive function.

In SEL-based wellness learning, executive function supports healthy coping with failure: using setbacks as information, adjusting study methods, and accessing resources. This approach strengthens confidence, reduces stress over time, and builds long-term academic resilience.

This is an example ofsocial awareness (D)because it involves empathy and perspective-taking toward others—specifically, understanding the challenges faced byEnglish Language Learner (ELL)students. Social awareness includes recognizing differences in experiences, appreciating diversity, and seeking to understand how social, cultural, and language factors can affect participation, confidence, and learning.

ELL students may face struggles such as translating academic language, processing instructions quickly, participating in discussions, and worrying about making mistakes in front of peers. They may also experience cultural adjustment and reduced confidence when expressing complex ideas in a non-native language. Trying to understand these struggles shows empathy and respect, which are central to social awareness. It can lead to supportive behaviors such as speaking clearly, avoiding unnecessary jargon, offering written summaries, being patient during discussions, and encouraging inclusive participation.

The other competencies are not the best match.Self-managementfocuses on controlling one’s own emotions and behaviors.Executive functioninvolves planning, organization, and problem-solving.Communication and leadershipcan be used to support ELL students (for example, facilitating inclusive group work), but the core skill described—trying to understand others’ experiences—is most directly social awareness.

In SEL, social awareness helps build a welcoming learning environment where all students can succeed. When peers develop understanding of ELL challenges, it reduces stigma, improves cooperation, and strengthens a sense of belonging—important factors for emotional wellness, academic engagement, and positive group dynamics.

Self-awarenessinvolves recognizing one’s own emotions, thoughts, strengths, limitations, and how these influence behavior. OptionC—viewing an evaluator’s feedback as an opportunity to improve rather than personal criticism—shows self-awareness because it reflects insight into how feedback can trigger emotional reactions and how reframing thoughts can change the response. This demonstrates awareness of inner dialogue and emotional interpretation, which are central to self-awareness.

In this scenario, the person recognizes that feedback might initially feel uncomfortable or threatening, but they choose a healthier interpretation: “This is useful information for growth.” That mental reframing requires awareness of personal feelings (such as defensiveness or embarrassment) and an understanding that those feelings do not have to control the outcome. It also supports confidence and learning, which are key benefits of SEL.

The other options align more strongly with different SEL skills.A(being mindful of word choice in a group) is closely related to relationship skills and self-management—controlling communication to be respectful.B(joining a study group to help others) reflects relationship skills and social awareness—cooperation and support.D(creating an organization system for notes) is primarily executive function—planning and organization.

Self-awareness helps people identify triggers, understand what motivates them, and choose responses that match their goals and values. In health and wellness contexts, it supports recognizing stress signals, noticing negative self-talk, and adjusting behaviors early—before problems escalate.

Executive functionbest matches the description of critical thinking and responsible decision-making. Executive function refers to mental skills that help a person plan, focus attention, remember instructions, manage impulses, and weigh consequences before acting. These abilities support “thinking before doing,” which is central to making responsible, thoughtful choices in academics, relationships, and health behaviors.

Critical thinking is part of executive function because it involves analyzing information, evaluating options, anticipating outcomes, and selecting the most appropriate response. Responsible decision-making requires considering safety, ethics, long-term consequences, and the impact on others—processes strongly connected to executive functioning skills like impulse control, planning, and flexible thinking.

The other options are related SEL areas but do not best fit the prompt. Communication and leadership involve expressing ideas clearly, listening, persuading, and guiding others—important, but not the core of critical thinking itself. Social awareness focuses on empathy, understanding social cues, and appreciating others’ perspectives—also crucial, but not primarily about analyzing options and consequences. Self-management involves regulating emotions and behaviors, managing stress, and staying motivated; it supports decision-making but is more about controlling reactions than the thinking process described.

In practical wellness terms, executive function helps someone pause before reacting in conflict, choose healthier coping strategies under stress, resist risky behaviors, and follow through on goals. Strengthening executive function can involve planning routines, breaking tasks into steps, using reminders, practicing mindful pauses, and reflecting on outcomes after decisions.