California Department
of Education
High School - Physical Education CHALLENGE
Standards
Movement Skills and Movement Knowledge
Standard 1 The student will be competent in many
movement activities.
Students in high school, course one, who meet
this standard will be able to:
Show basic competence in more than one
activity from the curriculum.
The following is a task that might be used to meet
the standard:
1. Students will document their competence in two
or more types of movement forms, such as playing a team
sport using all the skills and strategies, demonstrating
proficiency in a variety of swimming strokes, or creating
and demonstrating a gymnastics routine. Support can be a
videotape demonstrating movement proficiency, a
certificate from a recognized health or sport agency (Red
Cross certification, for instance), or an acceptable grade
on a rubric-based skill evaluation. Students will include
this documentation as part of a portfolio.
Standard 2 The student will understand how and why one
moves in a variety of situations and will use this
information to enhance his or her skills.
Students in high school, course one, who meet
this standard will be able to:
Identify the characteristics of highly skilled
performance in a few movement forms.
Understand the relationship between
biomechanical principles and movement.
Assess the movement skills of self and others.
Analyze basic offensive and defensive strategies in games
and sports.
The following are assignments and tasks that might
be used to meet the standard:
1. Students will observe a video of an elite
athlete and analyze his or her movement form against a
provided rubric. Using this analysis, students will
compare and contrast their own movement forms.
2. Students will watch an organized sporting event
and analyze how the basic offensive and defensive
strategies contributed to the outcome of the event.
3. In cooperative groups, students will select a
physical activity, analyze it for its component skills,
and create a drill or modified game designed to improve
that skill. For example, one group could create a drill to
improve the accuracy of the underhand pass to the setter
in volleyball.
Standard 3 The student will achieve and maintain a
health-enhancing level of physical fitness.
Students in high school, course one, who meet
this standard will be able to:
Understand the physiological, psychological,
and social benefits of a healthy, active lifestyle.
Assess and analyze their personal fitness.
Set goals to meet current health-related
fitness standards.
Apply principles of training in designing a
personal fitness program.
Participate in a variety of physical
activities appropriate for enhancing physical fitness.
The following are assignments and tasks that might
be used to meet the standard:
Students will develop a personal fitness plan
for a healthy lifestyle that includes an assessment of
their current fitness level, goal setting, and development
of an action plan for improvement. Students will document
their participation in fitness-related activities showing
progress toward their goals. At the end of a predetermined
time, students will assess the extent to which their goals
were met.
Students will develop a chart or notebook that
contains (1) a definition of physical fitness; (2) fitness
components; (3) principles of training; (4) health-risk
factors; (5) benefits of exercise; and (6)
exercise/activities designed to achieve and maintain
fitness.
Self-image and Personal Development
Standard 4 The student will exhibit a physically active
lifestyle and will understand that physical activity
provides opportunities for enjoyment, challenge, and
self-expression.
Students in high school, course one, who meet
this standard will be able to:
Analyze and compare health and fitness
benefits derived from various physical activities.
Identify the ways in which physical activity
can provide opportunities for positive social interaction
and enjoyment.
Participate in a variety of physical
activities in order to achieve personal goals.
The following are assignments and tasks that might
be used to meet the standard:
Students will select and participate in a
health-enhancing physical activity outside the classroom
setting. They will keep logs showing participation time,
cost, facilities used, equipment required, personnel
involved, and other related factors influencing their
ability to participate.
Students will write an essay or prepare an
audiotape identifying and reflecting on personal benefits
and feelings that result from participating in a favorite
physical activity.
Standard 5 The student will demonstrate responsible
personal behavior while participating in movement
activities.
Students in high school, course one, who meet
this standard will be able to:
Act independently of peer pressure.
Explain why and how rules make participation
in physical activity safe.
Apply safe practices, rules, and procedures in
all physical activity settings.
Demonstrate good sportsmanship.
The following are assignments and tasks that might
be used to meet the standard:
Students and teacher will discuss and
brainstorm agreements they feel will ensure a safe,
risk-free class environment. The list of agreements may
include etiquette, ways of interacting, safety, care of
facilities and equipment, and student expectations of the
teacher.
Students will take a written test that focuses
on safety rules and procedures for in-class activities.
Students will evaluate their own
sportsmanship. They will each write an essay discussing
when they demonstrate good or poor sportsmanship,
including the factors which contribute to that behavior.
Social Development
Standard 6 The student will demonstrate responsible
social behavior while participating in movement
activities. The student will understand the importance of
respect for all others.
Students in high school, course one, who meet
this standard will be able to:
Resolve conflicts in appropriate ways.
Participate in peer coaching for development
of physical education skills and knowledge.
Participate in activities representing
different cultural backgrounds.
The following are assignments and tasks that might
be used to meet the standard:
Students will observe a peer mediation
session. Based upon their observation, the students will
prepare reports describing the incident that led to the
mediation and discuss their reactions to the mediation
session. In addition, students will brainstorm possible
solutions to the problem.
Students will work cooperatively to teach a
dance or game significant to their culture. The students
will compare this movement with similar movements in
familiar physical activities.
Students will research and learn popular games
or skills and then teach these activities to young
children at activity centers or elementary schools.
Standard 7 The student will understand the
interrelationship between history and culture and
games, sports, play, and dance.
Students in high school, course one, who meet
this standard will be able to:
Describe events in history that have had an
impact on current physical education programs, sports, and
career opportunities.
Demonstrate an understanding of how sport and
dance influence American culture.
Understand the historical trends in fitness
participation and activities.
The following is a task that might be used to meet
the standard:
Students will describe the impact that
television has had on competitive sports over the past
three decades. This assignment can be in the form of a
video, oral, or written presentation.
