Skills and fitness baseline
Students try a range of activities and learn how to measure their own fitness. They check things like heart rate, flexibility, and strength so they know where they are starting.
What does a student learn in
This is the year P.E. shifts from playing games to training like an athlete. Students build a personal fitness plan, track their own heart rate and progress, and learn why each workout matters for strength, endurance, and flexibility. They also sharpen skills in sports and activities and practice handling pressure, teamwork, and setbacks. By spring, students can run their own workout, explain how it improves their health, and stick with it over several weeks.
- Personal fitness plans
- Heart rate and endurance
- Strength and flexibility
- Sports skills
- Teamwork
- Goal setting
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Individual and team sports
Students practice the movement skills behind common sports and games. They work on footwork, throwing, catching, and striking, and learn the basic rules and strategies of play.
- 3
Building a fitness plan
Students learn how exercise actually changes the body. They set goals, track workouts, and put together a personal plan for strength, endurance, and flexibility.
- 4
Teamwork and self-management
Students focus on the mental side of activity, including effort, fair play, and handling pressure. They practice working with teammates and sticking with a goal when it gets hard.
Mastery Learning Standards
The required skills a student should display by the end of Grade 9.
Physical Education
| Standard | Definition | Code |
|---|---|---|
| Moving your body in different ways High School Level 1 | Students practice the basic movements behind real activities like throwing, jumping, running, and catching. The goal is to build enough body control to take part in a range of sports and physical activities. | CA-PE.1.hs-level-1 |
| Movement concepts in physical activity High School Level 1 | Students learn the "why" behind athletic skills: how body position, timing, and game strategy affect performance. They apply that thinking to practice and play, not just follow directions. | CA-PE.2.hs-level-1 |
| Fitness tracking for health and performance High School Level 1 | Students track their own fitness levels through activities like timed runs or push-up tests, then adjust their routines to get stronger, faster, or more consistent over time. | CA-PE.3.hs-level-1 |
| How fitness principles improve your health High School Level 1 | Students learn how the body responds to exercise and use that knowledge to build a personal fitness plan. This includes understanding why things like rest, intensity, and consistency actually change how fit you become. | CA-PE.4.hs-level-1 |
| Mindset and social skills in sport High School Level 1 | Students learn how mindset, motivation, and team dynamics affect how well they perform in sports and physical activity. They practice applying that thinking to improve their own performance and work better with others. | CA-PE.5.hs-level-1 |
Assessments
The state tests students at this grade and subject take.
Physical Fitness Test (PFT)
California's fitness assessment for grades 5, 7, and 9. Administration was paused in spring 2022 while the program is redesigned to drop body-composition components; districts continue to receive guidance but do not currently submit student-level results.
- When given:
- Historically February-May (currently paused)
- Frequency:
- Annual at grades 5, 7, and 9 (currently paused)
Common Questions
What does physical education look like this year?
Students focus on building skills across a range of activities, from team sports to individual fitness. They also learn the why behind movement, including how to design a workout, pace themselves, and stay motivated. Fitness testing and goal setting are usually part of the year.
How can families support fitness goals at home?
Ask what fitness goals students are working on and help make room for them. A 20-minute walk, a bike ride, or time at a park counts. If students are tracking workouts or step counts, take an interest in the numbers so the habit feels worth keeping.
Is this class just sports, or is there real content?
There is real content. Students learn how the body responds to exercise, how to build a balanced workout, and how to apply strategy in games. Expect written work, fitness logs, and short assessments alongside the physical activity.
How should the year be sequenced across units?
A common pattern is a fitness baseline early in the fall, then rotating activity units that build motor skills and game strategy, with a return to fitness testing in the spring. Weave the psychological and social skills, such as goal setting and teamwork, into every unit rather than teaching them alone.
What does mastery look like by the end of the year?
Students can perform skills in several activities with control, explain the strategy behind their choices, and design a basic fitness plan tied to their own goals. They also show they can work with a team, handle setbacks, and self-assess their progress.
What if a student is not athletic or hates team sports?
The course is not built around being the best player. Students get credit for effort, fitness growth, and understanding the concepts. Activities like walking, yoga, weight training, and dance often count, so there is usually a path that fits.
Which areas tend to need the most reteaching?
Workout design and the FITT principle often need a second pass, especially when students try to write their own fitness plans. Game strategy beyond basic rules is another spot to revisit, since students can play an activity for years without thinking about spacing, positioning, or pace.
How is a grade earned in PE?
Grades usually combine participation, skill checks, fitness assessments, and written or reflective work. Showing up dressed and ready matters, but so does effort, improvement, and the ability to talk about what students are learning.