[32 Pa.B. 882]

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XXVII.  GLOSSARY

Aesthetics:	A branch of philosophy that focuses on the nature of beauty, the nature and value of the arts and the inquiry processes and human responses they produce.
Aesthetic criteria:	Standards on which to make judgments about the artistic merit of a work of art, derived from cultural and emotional values and cognitive meaning.
Artistic choices:	Selections made by artists in order to convey meaning.
Arts criticism:	The act or process of describing and evaluating the media, processes and meanings of works in the arts and making comparative judgments.
Arts integration:	The act or process of incorporating the arts disciplines--dance, music, theater and visual art --as equal partners with the other disciplines in the curriculum in order to enhance meanings and relationships between, within and across all the disciplines in the curriculum.
Arts resource:	An outside community source of arts performances or exhibitions.
Assess:	To analyze and determine the nature and quality of the process/product through means appropriate to the art form.
Community:	A group of people who share a common social, historical, regional or cultural heritage.
Contemporary technology:	Tools, machines or implements emerging and used today for the practice or production of works in the arts.
Context:	A set of interrelated background conditions (e.g., social, economic, political) that influence and give meaning to the development and reception of thoughts, ideas or concepts and that define specific cultures and eras.
Create:	To produce works of art using materials, techniques, processes, elements, principles and analysis.
Critical analysis:	The process of examining and discussing the effective uses of specific aspects of a work of art.
Contextual criticism:	Discussion and evaluation with consideration of factors surrounding the origin and heritage to works in the arts and humanities.
Formal Criticism:	Discussion and evaluation of the elements and principles essential to works in the arts and humanities.
Intuitive Criticism:	Discussion and evaluation of one's subjective insight to works in the arts and humanities.
Critical process:	The use of sequential examination through comparison, analysis, interpretation, formation and testing of hypothesis and evaluation to form judgments.
Culture:	The way of life of a group of people, including customs, beliefs, arts, institutions and worldview. Culture is acquired through many means and is always changing.
Elements:	Core components that support the principles of the arts.
Formal production/exhibition:	The showing or performance of a work in the arts for an audience.
Genre:	A type or category (e.g., music--opera, oratorio; theater--tragedy, comedy; dance--modern, ballet; visual arts--pastoral, scenes of everyday life).
Humanities:	The branch of learning that connects the fine arts, literature, languages, philosophy and cultural science. The humanities are concerned with the understanding and integration of human thought and accomplishment.
Improvisation:	Spontaneous creation requiring focus and concentration.
MIDI keyboard:	(Musical Instrument Digital Interface) A piece of equipment that interacts with a computer that uses a MIDI language set-up to notate and play music.
Original works in the arts:	Dance, music, theatre and visual arts pieces created by performing or visual artists.
Principles:	Essential assumptions, basic or essential qualities determining intrinsic characteristics.
Repertoire:	Prepared works in the art that a group/person is ready to perform that demonstrates a range of abilities.
Style:	A distinctive or characteristic manner of expression.
Synthesis:	The reassembling of separate parts into a new form.
Technique:	Specific skills and details employed by an artist, craftsperson or performer in the production of works in the arts.
Timbre:	A unique quality of sound.
Traditions:	Knowledge, opinions and customs a group feels is so important that members continue to practice it and pass it on to other generations.
Traditional technology:	Tools, machines or implements used for the historical practice or production of works in the arts.
Vocabulary:	Age and content appropriate terms used in the instruction of the arts and humanities that demonstrate levels of proficiency as defined in local curriculum (i.e., fundamental--grade 3, comprehensive--grade 5, discriminating--grade 8 and advanced--grade 12).

Proposed Academic Standards for Health, Safety and Physical Education

XXVIII.  TABLE OF CONTENTS

Introduction	XXIX.
THE ACADEMIC STANDARDS
Concepts of Health	10.1.
A.  Stages of Growth and Development
B.  Interaction of Body Systems
C.  Nutrition
D.  Alcohol, Tobacco and Chemical Substances
E.  Health Problems and Disease Prevention
Healthful Living	10.2.
A.  Health Practices, Products and Services
B.  Health Information and Consumer Choices
C.  Health Information and the Media
D.  Decision-making Skills
E.  Health and the Environment
Safety and Injury Prevention	10.3.
A.  Safe/Unsafe Practices
B.  Emergency Responses/Injury Management
C.  Strategies to Avoid/Manage Conflict
D.  Safe Practices in Physical Activity
Physical Activity	10.4.
A.  Physical Activities That Promote Health and Fitness
B.  Effects of Regular Participation
C.  Responses of the Body Systems to Physical Activity
D.  Physical Activity Preferences
E.  Physical Activity and Motor Skill Improvement
F.  Physical Activity and Group Interaction
Concepts, Principles and Strategies of Movement	10.5.
A.  Movement Skills and Concepts
B.  Motor Skill Development
C.  Practice Strategies
D.  Principles of Exercise/Training
E.  Scientific Principles That Affect Movement
F.  Game Strategies
Glossary	XXX.

XXIX.  INTRODUCTION

   This document includes Proposed Academic Standards for Health, Safety and Physical Education in these categories:

   * 10.1  Concepts of Health

   * 10.2  Healthful Living

   * 10.3  Safety and Injury Prevention

   * 10.4  Physical Activity

   * 10.5  Concepts, Principles and Strategies of Movement

   The Proposed Academic Standards for Health, Safety and Physical Education describe what students should know and be able to do by the end of third, sixth, ninth and twelfth grade. The standards are sequential across the grade levels and reflect the increasing complexity and rigor that students are expected to achieve. The Proposed Standards define the content for planned instruction that will result in measurable gains for all students in knowledge and skill. School entities will use these standards to develop local school curriculum and assessments that will meet the needs of the students.

   The Proposed Academic Standards for Health, Safety and Physical Education provide students with the knowledge and skills that will enable them to achieve and maintain a physically active and healthful life. The attainment of these standards will favorably impact their lives and the lives of those around them. By becoming and remaining physically, mentally, socially and emotionally healthy, students will increase their chances of achieving to their highest academic potential.

   The Proposed Academic Standards for Health, Safety and Physical Education provide parents with specific information about the knowledge and skills students should be developing as they progress through their educational programs. With the standards serving as clearly defined targets, parents, students, teachers and community members will be able to become partners in helping children achieve educational success.

   A glossary is included to assist the reader in understanding terminology contained in the standards.

10. 1.  Concepts of Health
10.1.3.  GRADE 3	10.1.6.  GRADE 6	10.1.9.  GRADE 9	10.1.12.  GRADE 12
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:
A.  Identify and describe the stages of growth and development. * infancy * childhood * adolescence * adulthood * late adulthood	A.  Describe growth and development changes that occur between childhood and adolescence and identify factors that can influence these changes. * education * socioeconomic	A.  Analyze factors that impact growth and development between adolescence and adulthood. * relationships (e.g., dating, friendships, peer pressure) * interpersonal communication * risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns) * abstinence * STD and HIV prevention * community	A.  Evaluate factors that impact growth and development during adulthood and late adulthood. * acute and chronic illness * communicable and non- communicable disease * health status * relationships (e.g., marriage, divorce, loss) * career choice * aging process * retirement
B.  Identify and know the location and function of the major body organs and systems. * circulatory * respiratory * muscular * skeletal * digestive	B.  Identify and describe the structure and function of the major body systems. * nervous * muscular * integumentary * urinary * endocrine * reproductive * immune	B.  Analyze the interdependence existing among the body systems.	B.  Evaluate factors that impact the body systems and apply protective/preventive strategies. * fitness level * environment (e.g., pollutants, available health care) * health status (e.g., physical, mental, social) * nutrition
C.  Explain the role of the food guide pyramid in helping people eat a healthy diet. * food groups * number of servings * variety of food * nutrients	C.  Analyze nutritional concepts that impact health. * caloric content of foods * relationship of food intake and physical activity (energy output) * nutrient requirements * label reading * healthful food selection	C.  Analyze factors that impact nutritional choices of adolescents. * body image * advertising * dietary guidelines * eating disorders * peer influence * athletic goals	C.  Analyze factors that impact nutritional choices of adults. * cost * food preparation (e.g., time, skills) * consumer skills (e.g., understanding food labels, evaluating fads) * nutritional knowledge * changes in nutritional requirements (e.g., age, physical activity level)
D.  Know age appropriate drug information. * definition of drugs * effects of drugs * proper use of medicine * healthy/unhealthy risk-taking (e.g. inhalant use, smoking) * skills to avoid drugs	D.  Explain factors that influence childhood and adolescent drug use. * peer influence * body image (e.g., steroids, enhancers) * social acceptance * stress * media influence * decision-making/refusal skills * rules, regulations and laws * consequences	D.  Analyze prevention and intervention strategies in relation to adolescent and adult drug use. * decision-making/refusal skills * situation avoidance * goal setting * professional assistance (e.g., medical, counseling. support groups) * parent involvement	D.  Evaluate issues relating to the use/non-use of drugs. * psychology of addiction * social impact (e.g., cost, relationships) * chemical use and fetal development * laws relating to alcohol, tobacco and chemical substances * impact on the individual * impact on the community
E.  Identify types and causes of common health problems of children. * infectious diseases (e.g., colds, flu, chickenpox) * noninfectious diseases (e.g., asthma, hay fever, allergies, lyme disease) * germs * pathogens * heredity	E.  Identify and describe health problems that can occur throughout life. * cancer * diabetes * STD/HIV/AIDS * stroke * heart disease	E.  Analyze how personal choice, disease and genetics can impact health maintenance and disease prevention.	E.  Identify and analyze factors that influence the prevention and control of health problems. * research * medical advances * technology * government policies/regulations

10.2.  Healthful Living
10.2.3.  GRADE 3	10.2.6.  GRADE 6	10.2.9.  GRADE 9	10.2.12.  GRADE 12
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:
A.  Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease.	A.  Explain the relationship between personal health practices and individual well-being. * immunizations * health examinations	A.  Identify and describe health care products and services that impact adolescent health practices.	A.  Evaluate health care products and services that impact adult health practices.
B.  Identify health-related information. * signs and symbols * terminology * products and services	B.  Explain the relationship between health-related information and consumer choices. * dietary guidelines/food selection * sun exposure guidelines/sunscreen selection	B.  Analyze the relationship between health-related information and adolescent consumer choices. * tobacco products * weight control products	B.  Assess factors that impact adult health consumer choices. * access to health information * access to health care * cost * safety
C.  Identify media sources that influence health and safety.	C.  Explain the media's effect on health and safety issues.	C.  Analyze media health and safety messages and describe their impact on personal health and safety.	C.  Compare and contrast the positive and negative effects of the media on adult personal health and safety.
D.  Identify the steps in a decision making process.	D.  Describe and apply the steps of a decision making process to health and safety issues.	D.  Analyze and apply a decision making process to adolescent health and safety issues.	D.  Examine and apply a decision making process to the development of short and long-term health goals.
E.  Identify environmental factors that affect health. * pollution (e.g., air, water, noise, soil) * waste disposal * temperature extremes * insects/animals	E.  Analyze environmental factors that impact health. * indoor air quality (e.g., second-hand smoke, allergens) * chemicals, metals, gases (e.g., lead, radon, carbon monoxide) * radiation * natural disasters	E.  Explain the interrelationship between the environment and personal health. * ozone layer/skin cancer * availability of health care/individual health * air pollution/respiratory disease * breeding environments/lyme disease/West Nile virus	E.  Analyze the interrelationship between environmental factors and community health. * public health policies and laws/health promotion and disease prevention * individual choices/maintenance of environment * recreational opportunities/health status

10.3.  Safety and Injury Prevention
10.3.3.  GRADE 3	10.3.6  GRADE 6	10.3.9.  GRADE 9	10.3.12.  GRADE 12
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:
A.  Recognize safe/unsafe practices in the home, school and community. * general (e.g., fire, electrical, animals) * modes of transportation (e.g., pedestrian, bicycle, vehicular) * outdoor (e.g., play, weather, water) * safe around people (e.g., safe/unsafe touch, abuse, stranger, bully)	A.  Explain and apply safe practices in the home, school and community. * emergencies (e.g., fire, natural disasters) * personal safety (e.g., home alone, latch key, harassment) * communication (e.g., telephone, Internet) * violence prevention (e.g., gangs, weapons)	A.  Analyze the role of individual responsibility for safe practices and injury prevention in the home, school and community. * modes of transportation (e.g., pedestrian, bicycle, vehicular, passenger, farm vehicle, all-terrain vehicle) * violence prevention in school * self-protection in the home * self-protection in public places	A.  Assess the personal and legal consequences of unsafe practices in the home, school or community. * loss of personal freedom * personal injury * loss of income * impact on others * loss of motor vehicle operator's license
B.  Recognize emergency situations and explain appropriate responses. * importance of remaining calm * how to call for help * simple assistance procedures * how to protect self	B.  Know and apply appropriate emergency responses. * basic first aid * Heimlich maneuver * universal precautions	B.  Describe and apply strategies for emergency and long-term management of injuries. * rescue breathing * water rescue * self-care * sport injuries	B.  Analyze and apply strategies for the management of injuries. * CPR * advanced first aid
C.  Recognize conflict situations and identify strategies to avoid or resolve. * walk away * I-statements * refusal skills * adult intervention	C.  Describe strategies to avoid or manage conflict and violence. * anger management * peer mediation * reflective listening * negotiation	C.  Analyze and apply strategies to avoid or manage conflict and violence during adolescence. * effective negotiation * assertive behavior	C.  Analyze the impact of violence on the victim and surrounding community.
D.  Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).	D.  Analyze the role of individual responsibility for safety during physical activity.	D.  Analyze the role of individual responsibility for safety during organized group activities.	D.  Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.  Physical Activity
10.4.3.  GRADE 3	10.4.6.  GRADE 6	10.4.9.  GRADE 9	10.4.12.  GRADE 12
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:
A.  Identify and engage in physical activities that promote physical fitness and health.	A.  Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.	A.  Analyze and engage in physical activities that are developmentally/individually appropriate and support achievement of personal fitness and activity goals.	A.  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.
B.  Know the positive and negative effects of regular participation in moderate to vigorous physical activities.	B.  Explain the effects of regular participation in moderate to vigorous physical activities on the body systems.	B.  Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent health improvement. * stress management * disease prevention * weight management	B.  Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities. * social * physiological * psychological
C.  Know and recognize changes in body responses during moderate to vigorous physical activity. * heart rate * breathing rate	C.  Identify and apply ways to monitor and assess the body's response to moderate to vigorous physical activity. * heart rate monitoring * checking blood pressure * fitness assessment	C.  Analyze factors that affect the responses of body systems during moderate to vigorous physical activities. * exercise (e.g., climate, altitude, location, temperature) * healthy fitness zone * individual fitness status (e.g., cardiorespiratory fitness, muscular endurance, muscular strength, flexibility) * drug/substance use/abuse	C.  Evaluate how changes in adult health status may affect the responses of the body systems during moderate to vigorous physical activity. * aging * injury * disease
D.  Identify likes and dislikes related to participation in physical activities.	D.  Describe factors that affect childhood physical activity preferences. * enjoyment * personal interest * social experience * opportunities to learn new activities * parental preference * environment	D.  Analyze factors that affect physical activity preferences of adolescents. * skill competence * social benefits * previous experience * activity confidence	D.  Evaluate factors that affect physical activity and exercise preferences of adults. * personal challenge * physical benefits * finances * motivation * access to activity * self-improvement
E.  Identify reasons why regular participation in physical activities improves motor skills.	E.  Identify factors that have an impact on the relationship between regular participation in physical activity and the degree of motor skill improvement. * success-oriented activities * school-community resources * variety of activities * time on task	E.  Analyze factors that impact on the relationship between regular participation in physical activity and motor skill improvement. * personal choice * developmental differences * amount of physical activity * authentic practice	E.  Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.
F.  Recognize positive and negative interactions of small group activities. * roles (e.g., leader, follower) * cooperation/sharing * on task participation	F.  Identify and describe positive and negative interactions of group members in physical activities. * leading * following * teamwork * etiquette * adherence to rules	F.  Analyze the effects of positive and negative interactions of adolescent group members in physical activities. * group dynamics * social pressure	F.  Assess and use strategies for enhancing adult group interaction in physical activities. * shared responsibility * open communication * goal setting

10.5.  Concepts, Principles and Strategies of Movement
10.5.3.  GRADE 3	10.5.6.  GRADE 6	10.5.9.  GRADE 9	10.5.12.  GRADE 12
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:
A.  Recognize and use basic movement skills and concepts. * locomotor movements (e.g., run, leap, hop) * non-locomotor movements (e.g., bend, stretch, twist) * manipulative movements (e.g., throw, catch, kick) * relationships (e.g., over, under, beside) * combination movements (e.g., locomotor, non-locomotor, manipulative) * space awareness (e.g., self-space, levels, pathways, directions) * effort (e.g., speed, force)	A.  Explain and apply the basic movement skills and concepts to create and perform movement sequences and advanced skills.	A.  Describe and apply the components of skill-related fitness to movement performance. * agility * balance * coordination * power * reaction time * speed	A.  Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.
B.  Recognize and describe the concepts of motor skill development using appropriate vocabulary. * form * developmental differences * critical elements * feedback	B.  Identify and apply the concepts of motor skill development to a variety of basic skills. * transfer between skills * selecting relevant cues * types of feedback * movement efficiency * product (outcome/result)	B.  Describe and apply concepts of motor skill development that impact the quality of increasingly complex movement. * response selection * stages of learning a motor skill i.e. verbal cognitive, motor, automatic * types of skill i.e. discrete, serial, continuous	B.  Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills. * open and closed skills * short-term and long-term memory * aspects of good performance
C.  Know the function of practice.	C.  Describe the relationship between practice and skill development.	C.  Identify and apply practice strategies for skill improvement.	C.  Evaluate the impact of practice strategies on skill development and improvement.
D.  Identify and use principles of exercise to improve movement and fitness activities. * frequency/how often to exercise * intensity/how hard to exercise * time/how long to exercise * type/what kind of exercise	D.  Describe and apply the principles of exercise to the components of health-related and skill-related fitness. * cardiorespiratory endurance * muscular strength * muscular endurance * flexibility * body composition	D.  Identify and describe the principles of training using appropriate vocabulary. * specificity * overload * progression * aerobic/anaerobic * circuit/interval * repetition/set	D.  Incorporate and synthesize knowledge of exercise principles, training principles and health and skill-related fitness components to create a fitness program for personal use.
E.  Know and describe scientific principles that affect movement and skills using appropriate vocabulary. * gravity * force production/absorption * balance * rotation	E.  Identify and use scientific principles that affect basic movement and skills using appropriate vocabulary. * Newton's Laws of Motion * application of force * static/dynamic balance * levers * flight	E.  Analyze and apply scientific and biomechanical principles to complex movements. * centripetal/centrifugal force * linear motion * rotary motion * friction/resistance * equilibrium * number of moving segments	E.  Evaluate movement forms for appropriate application of scientific and biomechanical principles. * efficiency of movement * mechanical advantage * kinetic energy * potential energy * inertia * safety
F.  Recognize and describe game strategies using appropriate vocabulary. * faking/dodging * passing/receiving * move to be open * defending space * following rules of play	F.  Identify and apply game strategies to basic games and physical activities. * give and go * one on one * peer communication	F.  Describe and apply game strategies to complex games and physical activities. * offensive strategies * defensive strategies * time management	F.  Analyze the application of game strategies for different categories of physical activities. * individual * team * lifetime * outdoor

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