Physical Education Standards
California Physical Education Standards
California Physical Education Standards![]()
HIGH SCHOOL
The high school course descriptions presented here communicate the essence of the high school physical education experience. The content articulates the knowledge, skills, and confidence students need to maintain meaningful physical activity throughout their lifetime.
The course sequence provides a blueprint for delivering the content in a manner that equips students to make a successful transition from the physical education instructional program to participation in physical activity during adulthood. The adult lifestyle demands that individuals initiate and monitor their own participation in physical activity. Family responsibilities, career demands, and individual choices influence physical activity patterns.
High School Courses 1 and 2 provide the foundation for high school instruction. Students develop proficient movement skills in each area of physical education; they expand their capabilities for independent learning; and they examine practices that allow for sound decision making to enhance successful participation in movement activities.
High School Courses 3 and 4 are electives that provide students with the opportunity to explore a variety of physical activities in search of one they can enjoy and participate in for a lifetime.
Course 4 electives are designed as a continuation of Course 3 and are intended for students who have completed Course 3 and who want an intensive experience in an activity that they may wish to participate in for years to come.
National Physical Education Standards
Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
California P.E. Course 1 Standards
HIGH SCHOOL COURSE 1
STANDARD 1
Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and
individual and dual activities.
1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.
1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility,
coordination, explosive power, and speed that enhance performance levels in aquatic,
rhythms/dance, and individual dual activities.
1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and
individual and dual activities.
1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition,
and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance,
and individual and dual activities; and evaluate the performance based on the use of the principles.
1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain
the relationship based on those factors.
1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of
complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual
activities, and dual activities.
1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill
acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.
1.9 Create or modify practice/training plans based on evaluative feedback of skill acquisition and
performance in aquatic, rhythms/dance, and individual and dual activities.
1.10 Analyze situations and determine appropriate strategies for improved performance in aquatic,
rhythms/dance, and individual and dual activities.
1.11 Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and
individual and dual activities.
1.12 Demonstrate independent learning of movement skills.
STANDARD 2
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Participate in moderate to vigorous physical activity at least four days each week.
2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five
components of physical fitness.
2.3 Meet health-related physical fitness standards established by a scientifically based health-related
fitness assessment.
2.4 Use physical fitness test results to set and adjust goals to improve fitness.
2.5 Improve and maintain physical fitness by adjusting physical activity levels according to the principles
of exercise.
2.6 Identify the physical fitness requirements of an occupation.
2.7 Develop and implement a one-month personal physical fitness plan.
2.8 Analyze consumer physical fitness products and programs.
2.9 Explain the inherent risks associated with physical activity in extreme environments.
2.10 Identify and list available fitness resources in the community.
2.11 Explain the role of physical activity in the prevention of disease and the reduction of health care
costs.
STANDARD 3
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and non-
threatening environment for physical activity.
3.2 Act independently of negative peer pressure during physical activity.
3.3 Identify and evaluate personal psychological responses to physical activity.
3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving
one’s best in physical activities.
3.5 Develop personal goals to improve one’s performance in physical activities.
Social Interaction
3.6 Discuss the changing psychological and sociological needs of a diverse society in relation to
physical activity.
3.7 Analyze the role that physical activity plays in social interaction and cooperative opportunities in the
family and the workplace.
3.8 Recognize the value of physical activity in understanding multiculturalism.
Group Dynamics
3.9 Recognize and evaluate the role of cooperation and positive interactions with others when
participating in physical activity.
3.10 Identify and utilize the potential strengths of each individual in physical activities.
California P.E. Course 2 Standards
HIGH SCHOOL COURSE 2
STANDARD 1
Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Combine and apply movement patterns, from simple to complex, in combative, gymnastic/ tumbling,
and team activities.
1.2 Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities.
1.3 Explain the skill-related components of balance, reaction time, agility, coordination, explosive power,
and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities
and apply those components in performance.
1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in
combative, gymnastic/tumbling, and team activities.
1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and
opposition); apply the principles to achieve advanced performance in combative, gymnastic/
tumbling, and team activities; and evaluate the performance based on use of the principles.
1.6 Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team
performance.
1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of
complex motor (movement) activities to improve performance in combative, gymnastics/tumbling,
and team activities.
1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill
acquisition and performance in combative, gymnastic/tumbling, and team activities.
1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisition and
performance in combative, gymnastic/tumbling, and team activities.
1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and
team activities.
1.11 Assess the effect/outcome of a particular performance strategy used in combative,
gymnastic/tumbling, and team activities.
1.12 Evaluate independent learning of movement skills.
STANDARD 2
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Participate in moderate to vigorous physical activity at least four days each week.
2.2 Participate in challenging physical fitness activities using the principles of exercise to meet individual
needs and interests.
2.3 Identify and achieve levels of excellence in physical fitness that enhance physical and mental
performance beyond the standards established by scientifically based health-related fitness
assessments.
2.4 Assess levels of physical fitness and adjust physical activity to accommodate changes in age,
growth, and development.
2.5 Justify the use of particular physical activities to achieve desired fitness goals.
2.6 Develop and describe a physical fitness plan that enhances personal health and performance in
future leisure and workplace activities.
2.7 Develop and implement an appropriate personal physical fitness program for a family or community
member.
2.8 Explain how to evaluate consumer physical fitness products and programs.
2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical
fitness, and performance.
2.10 Evaluate the availability and quality of fitness resources in the community.
2.11 Use and analyze scientifically based data and protocols to assess oneself on the five components of
health-related physical fitness.
STANDARD 3
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Participate in physical activities for personal enjoyment.
3.2 Examine and explain the ways in which personal characteristics, performance styles, and
preferences for activities may change over a lifetime.
3.3 Evaluate the psychological benefits derived from regular participation in physical activity.
3.4 Explain and analyze the role of individual attitude, motivation, and determination in achieving
personal satisfaction from challenging physical activities.
3.5 Evaluate and refine personal goals to improve performance in physical activities.
Social Interaction
3.6 Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status,
and culture, on preferences for and participation in physical activity.
elderly, and individuals with special needs.
Group Dynamics
3.8 Identify leadership skills, perform planned leadership assignments, and assume spontaneous
leadership roles.
3.9 Encourage others to be supportive and inclusive of individuals of all ability levels.
