This is the year physical education shifts from learning the basics to building habits students can keep for life. Students sharpen skills used in sports, fitness, and everyday movement, then apply what they know about exercise and health to stay active on their own. Working in groups, they practice cooperation and respect under real game pressure. By spring, students can plan and stick with a personal fitness routine.
Students refresh the core movement skills used across sports and activities, from running and jumping to throwing, catching, and striking. They also learn how warm-ups, stretching, and pacing protect the body during exercise.
Students practice the social side of activity through team games and partner work. They learn how to communicate on the court or field, handle competition, and take responsibility for their role in a group.
Students connect what they do in class to how the body works. They track effort, heart rate, and strength across different activities and learn what builds endurance, flexibility, and muscle.
Students put it all together by picking activities they enjoy and setting personal fitness goals. They leave the year with a sense of what regular movement looks like for them outside of school.
Students practice moving in different ways, like running, balancing, and throwing, to build the physical skills they'll use in sports, workouts, and everyday activity.
Students connect what they know about how the body moves and stays fit to make better choices during workouts, sports, and other physical activities.
Students practice working with others during physical activities: listening, taking turns, and handling wins and losses with good sportsmanship. The focus is on how students treat teammates and opponents, not just how well they play.
Students identify why regular movement matters to them personally and start building habits around physical activity they can keep up long after high school.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor High School Level 1 | Students practice moving in different ways, like running, balancing, and throwing, to build the physical skills they'll use in sports, workouts, and everyday activity. | ME-PE.1.hs-level-1 |
| Apply knowledge related to movement, performance High School Level 1 | Students connect what they know about how the body moves and stays fit to make better choices during workouts, sports, and other physical activities. | ME-PE.2.hs-level-1 |
| Develop social skills through movement, including respect for self and others… High School Level 1 | Students practice working with others during physical activities: listening, taking turns, and handling wins and losses with good sportsmanship. The focus is on how students treat teammates and opponents, not just how well they play. | ME-PE.3.hs-level-1 |
| Develop personal skills, identify personal benefits of movement High School Level 1 | Students identify why regular movement matters to them personally and start building habits around physical activity they can keep up long after high school. | ME-PE.4.hs-level-1 |
Students build movement skills they can use for life, not just for a single sport. That includes things like running form, throwing and catching, stretching, lifting safely, and playing team games. They also learn how exercise affects the body and how to plan their own activity.
Pick activities students actually enjoy, like walking the dog, shooting hoops, biking, or dancing in the kitchen. Aim for about 60 minutes of movement most days. It does not have to happen all at once, and it does not have to look like a workout.
No. The goal is personal progress, not making a varsity team. Students try a range of activities so they can find a few that fit their body and interests. Encourage effort and showing up, not winning.
Start with skill and fitness baselines, then rotate through units that mix individual, partner, and team activities. Layer in fitness concepts and goal setting as students gain confidence. Save more complex strategy and student-led games for the back half of the year.
Pacing during cardio work, proper form on basic lifts and stretches, and reading the flow of a game. Social skills also need direct teaching, especially handling a bad call, including quieter classmates, and resolving small conflicts without an adult stepping in.
Students can warm up on their own, perform basic skills in several activities, and explain how their workout connects to fitness goals. They cooperate with classmates they did not choose, follow safety rules without reminders, and can describe one activity they plan to keep doing.
Ask what specifically feels hard. It is often locker room worries, a skill gap, or a social issue, not the activity itself. Talk with the teacher early so small problems do not turn into a semester of sitting out.
Grades usually reflect participation, effort, skill growth, and understanding of fitness ideas, not athletic talent. A student who tries hard, follows safety rules, and works well with others can do very well even if they are not the fastest or strongest in class.