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Learning Standards Standards

What does a student learn in ?

This is the year physical education shifts from learning the moves to building a personal fitness plan students can actually keep. Students sharpen the skills they use in sports and everyday activity, then connect them to how the body responds to exercise. Teamwork gets more grown-up too, with real practice in communication and self-control under pressure. By spring, students can design a workout routine that fits their own goals and explain why it works.

  • Personal fitness plans
  • Movement skills
  • Fitness concepts
  • Teamwork
  • Lifelong wellness
Source: Maine Maine Learning Results
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. 1

    Setting personal fitness goals

    Students start the year by checking their current fitness and choosing goals that matter to them. They learn how to plan workouts, warm up safely, and track progress over time.

  2. 2

    Skills in games and sports

    Students sharpen their movement in team sports, racquet games, and individual activities. They practice strategy, footwork, and timing so they can play with more confidence and read what is happening around them.

  3. 3

    Teamwork and fair play

    Students work on the social side of activity. They lead warm-ups, give honest feedback to teammates, and handle wins and losses without drama. Expect more group projects and peer coaching.

  4. 4

    Lifelong activity and wellness

    Students explore activities they can keep doing after high school, such as hiking, yoga, weight training, or pickup games. They connect movement to sleep, stress, and overall health, and build a routine they can stick with.

Mastery Learning Standards
The required skills a student should display by the end of Grade 11.
Physical Education

  • Develop a variety of motor skills, including locomotor, non-locomotor

    ME-PE.1.hs-level-2
    High School Level 2

    Students practice moving, balancing, and handling equipment with enough skill to stay active for life. The focus is on building a range of physical abilities that hold up outside of class.

  • Apply knowledge related to movement, performance

    ME-PE.2.hs-level-2
    High School Level 2

    Students use what they know about how the body moves and stays fit to make better decisions during workouts, sports, and physical activity.

  • Develop social skills through movement, including respect for self and others…

    ME-PE.3.hs-level-2
    High School Level 2

    Students practice working with others during physical activities: listening, taking turns, and handling wins or losses with respect. The focus is on how they treat teammates and opponents, not just how well they perform.

  • Develop personal skills, identify personal benefits of movement

    ME-PE.4.hs-level-2
    High School Level 2

    Students set personal fitness goals, name the specific benefits movement brings to their own health, and build habits they can carry into adult life.

Common Questions
  • What does physical education look like at this stage?

    Students build skills they can use for life, not just for a game in class. They practice movement in sports, fitness activities, and group challenges. They also learn how to plan their own workouts and stay active outside of school.

  • How can families support an active lifestyle at home?

    Pick one activity students enjoy and make it a regular habit, like a weekend walk, a bike ride, or shooting hoops after dinner. Twenty to thirty minutes a few times a week adds up. Letting students choose the activity matters more than picking the right one.

  • What if a student does not like sports?

    Sports are one option, not the whole point. Students can meet the same goals through hiking, dancing, lifting, yoga, biking, or martial arts. The skill being built is choosing movement that fits the student and sticking with it.

  • How should the year be sequenced across units?

    Start with fitness assessments and goal setting so students have a baseline to work from. Move through units that mix team sports, individual activities, and fitness training. End the year with students designing and following their own short fitness plan.

  • What does mastery look like by the end of the year?

    Students can move with control in a range of activities, explain why a warm-up or cool-down matters, and work well with a group. They can also point to an activity they plan to keep doing on their own time and explain why it fits them.

  • How much fitness knowledge should students actually know?

    Students should know the basic parts of fitness, such as strength, endurance, and flexibility, and how to train each one safely. They should also understand heart rate, hydration, and rest. The goal is enough knowledge to plan a workout without needing a coach in the room.

  • How is a student graded in this class?

    Grades usually reflect effort, skill growth, knowledge of fitness concepts, and how a student works with classmates. Athletic talent is not the main measure. A student who shows up, tries hard, and improves can do well even without sports experience.

  • What social skills are part of physical education?

    Students practice cooperating with a team, communicating during fast-moving activities, and handling wins and losses with respect. They also learn to include classmates of different skill levels. These habits carry over into group work in other classes.

  • How do I know a student is ready for the next level?

    Students should be able to set a personal fitness goal, track their progress, and adjust when something is not working. They should also handle group activities without much prompting. Readiness is more about ownership of their own activity than hitting a specific fitness number.