Setting the year's fitness baseline
Students start the year by checking their own fitness levels and setting goals they can track. They learn what a good warm-up looks like and how to work safely in the gym.
What does a student learn in
This is the year physical education shifts from learning skills to building a routine students will keep after graduation. Students refine the movements they already know and use fitness concepts to plan their own workouts and active hobbies. They also practice the social side of activity, like cooperating with teammates and handling competition with respect. By spring, students can describe a weekly activity plan that fits their life and explain why it keeps them healthy.
- Lifelong fitness
- Movement skills
- Personal fitness plans
- Teamwork and respect
- Healthy choices
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
Building skills in team activities
Students practice the throwing, catching, kicking, and footwork used in team sports and games. They also work on passing the ball, calling plays, and supporting teammates during a game.
- 3
Training strength and endurance
Students learn how the body responds to exercise and try different ways to build strength, stamina, and flexibility. They track heart rate and effort so they can see progress over weeks.
- 4
Individual and lifetime activities
Students try activities they can keep doing as adults, such as walking, yoga, dance, racket sports, or weight training. They practice resolving conflicts and being a good partner during practice.
- 5
Planning a personal fitness life
Students pull the year together by building a personal plan for staying active after the class ends. They reflect on what they enjoy, what kept them motivated, and how to handle setbacks.
Mastery Learning Standards
The required skills a student should display by the end of Grade 11.
Physical Education
Physical Education
- High School Level 2
Develop a variety of motor skills, including locomotor, non-locomotor
Students practice moving, balancing, and controlling objects like balls or rackets with enough skill to stay active in sports and exercise for life.
- High School Level 2
Apply knowledge related to movement, performance
Students use what they know about how the body moves and stays fit to make smarter choices during physical activity. That means adjusting effort, form, or strategy based on what the activity actually demands.
- High School Level 2
Develop social skills through movement, including respect for self and others…
Students practice working with others during physical activities by listening, adjusting to teammates, and handling wins and losses with respect. The focus is on how they act, not just how they perform.
- High School Level 2
Develop personal skills, identify personal benefits of movement
Students identify what they personally gain from regular exercise and build habits around activities they actually enjoy. The goal is staying active well beyond graduation, not just for a grade.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor High School Level 2 | Students practice moving, balancing, and controlling objects like balls or rackets with enough skill to stay active in sports and exercise for life. | MD-PE.1.hs-level-2 |
| Apply knowledge related to movement, performance High School Level 2 | Students use what they know about how the body moves and stays fit to make smarter choices during physical activity. That means adjusting effort, form, or strategy based on what the activity actually demands. | MD-PE.2.hs-level-2 |
| Develop social skills through movement, including respect for self and others… High School Level 2 | Students practice working with others during physical activities by listening, adjusting to teammates, and handling wins and losses with respect. The focus is on how they act, not just how they perform. | MD-PE.3.hs-level-2 |
| Develop personal skills, identify personal benefits of movement High School Level 2 | Students identify what they personally gain from regular exercise and build habits around activities they actually enjoy. The goal is staying active well beyond graduation, not just for a grade. | MD-PE.4.hs-level-2 |
Common Questions
What does physical education look like at this level?
Students move beyond learning the basics of a sport and start building habits they can use for life. Class time covers a mix of team games, individual activities like running or strength work, and lessons on how exercise affects the body. Students are also expected to work well with others and take responsibility for their own effort.
How can students stay active outside of class?
Aim for about 60 minutes of activity most days. It does not have to be a sport. Walking the dog, biking, dancing, lifting weights, or playing pickup basketball all count. The goal at this age is helping students find one or two activities they actually enjoy and will stick with after high school.
My teen says they are bad at sports. Does that matter here?
No. Class is not just about team sports. Students can show growth through fitness activities, yoga, hiking, weight training, or recreational games. The point is building skills and habits for a healthy life, not making the varsity team.
What fitness concepts should students understand by the end of the year?
Students should know the difference between cardio, strength, and flexibility work, and how to plan a basic workout that includes warm-up, activity, and cool-down. They should also understand heart rate zones, hydration, and how rest and nutrition affect performance.
How should the year be sequenced across units?
Most teachers open with fitness testing and goal setting so students have a baseline. From there, rotate through team activities, individual and lifetime activities, and a focused fitness or weight-training unit. Revisit goals at the midpoint and end of the year so students can see real change.
How do grades work in a class that is mostly physical?
Most teachers grade on a mix of participation, effort, skill growth, written work like fitness logs or reflections, and cooperation with classmates. Students are usually not graded on raw athletic ability. Check the syllabus for the exact breakdown.
Which skills usually need the most reteaching at this level?
Pacing during cardio work, proper form on strength exercises, and the rules of less-common lifetime sports like badminton or pickleball. Many students also need coaching on giving feedback to peers without it turning into teasing or shutting down.
How do I know a student is ready for the next level?
By year-end, students should be able to design and follow a short personal fitness plan, explain why each part matters, and work cooperatively in group activities without constant prompting. They should also be able to name two or three activities they plan to keep doing on their own.
What if a student has an injury or medical condition?
Talk to the teacher and the school nurse early in the year. Most programs can adjust activities, offer alternatives, or use a doctor's note to modify expectations. Students can still meet the goals of the class through walking, swimming, or other lower-impact options.