Setting the foundation for fitness
Students learn how class will work, set personal fitness goals, and review safe ways to warm up and cool down. Parents may hear about baseline fitness checks and choosing activities students want to stick with.
What does a student learn in
This is the year P.E. shifts from following the teacher's lead to building habits students can keep on their own. Students try a wider mix of activities, from team sports to fitness work, and learn how warm-ups, pacing, and recovery actually affect the body. They also practice working with classmates they did not pick, including handling disagreements without quitting. By spring, students can plan a simple workout, explain why it fits their goals, and stick with it for a few weeks.
- Fitness basics
- Lifelong activity
- Teamwork
- Movement skills
- Personal goals
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
Movement skills and team games
Students sharpen the running, throwing, catching, and dodging skills that show up in sports and games. Class shifts toward team activities where students practice working with others and following the rules of play.
- 3
Building strength and endurance
Students focus on the five parts of fitness: heart, strength, endurance, flexibility, and body composition. They track their own progress and learn how exercise affects heart rate, breathing, and energy.
- 4
Lifetime activities and personal wellness
Students try activities they can keep doing as adults, such as walking, yoga, dance, or recreational sports. They reflect on what they enjoy and build a simple plan for staying active after the school year ends.
Mastery Learning Standards
The required skills a student should display by the end of Grade 10.
Physical Education
Physical Education
- High School Level 1
Develop a variety of motor skills, including locomotor, non-locomotor
Students practice moving skills like running, balancing, and throwing that show up in real sports and workouts. Building a range of these skills makes it easier to stay active for life.
- High School Level 1
Apply knowledge related to movement, performance
Students connect what they know about how the body moves and stays fit to make better decisions during physical activity, like adjusting effort, form, or pacing to get more out of a workout or game.
- High School Level 1
Develop social skills through movement, including respect for self and others…
Students practice working with others during physical activities, taking turns, listening, and handling wins or losses with maturity. The focus is on how students treat teammates and opponents, not just how well they play.
- High School Level 1
Develop personal skills, identify personal benefits of movement
Students learn to recognize what regular movement does for their own body and mind, then start building habits they can carry into adult life. The focus is personal: what works, what feels worth doing, and why it matters beyond gym class.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor High School Level 1 | Students practice moving skills like running, balancing, and throwing that show up in real sports and workouts. Building a range of these skills makes it easier to stay active for life. | IL-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 decisions during physical activity, like adjusting effort, form, or pacing to get more out of a workout or game. | IL-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, taking turns, listening, and handling wins or losses with maturity. The focus is on how students treat teammates and opponents, not just how well they play. | IL-PE.3.hs-level-1 |
| Develop personal skills, identify personal benefits of movement High School Level 1 | Students learn to recognize what regular movement does for their own body and mind, then start building habits they can carry into adult life. The focus is personal: what works, what feels worth doing, and why it matters beyond gym class. | IL-PE.4.hs-level-1 |
Common Questions
What does physical education look like at this level?
Students build the movement skills they will use for life, from team sports to running, lifting, stretching, and games. They also learn how exercise affects the body and how to plan activity that fits their own goals. The focus shifts from just playing to understanding why and how to stay active.
How can families support physical activity at home?
Aim for about an hour of activity most days, even if it is split into shorter chunks. Walks, bike rides, yard work, dance, or pickup games all count. Asking a student to teach a skill or stretch from class is a quick way to reinforce what they are learning.
What if a student is not athletic or dislikes sports?
Physical education at this level is about lifelong fitness, not just team sports. Students explore options like hiking, yoga, strength training, swimming, and dance so they can find something they actually enjoy. Helping a student try a few different activities outside school often unlocks one that sticks.
How should the year be sequenced?
A common arc starts with fitness baselines and skill review, moves into a mix of team and individual activities, and ends with students designing their own activity plans. Building in social skills and goal setting from day one pays off later when students take more ownership of their workouts.
Which skills usually need the most reteaching?
Pacing, proper form during strength work, and self-monitoring of effort are common gaps. Many students also need practice giving and receiving feedback without it feeling personal. Short, repeated mini-lessons across units tend to work better than one big front-loaded review.
How is a student graded in physical education?
Grades usually reflect participation, skill growth, fitness knowledge, and how a student works with classmates. Effort and improvement matter more than raw athletic ability. Asking a student what they are being assessed on this unit is a good way to stay in the loop.
What does mastery look like by the end of the year?
By spring, students should move with control across a range of activities, explain how fitness components connect to health, and work productively with a group. They should also be able to set a simple fitness goal, track it, and adjust when something is not working.
How do social skills fit into a physical education class?
Movement settings are one of the few places students practice cooperation, fair play, and handling frustration in real time. Building routines for team formation, conflict resolution, and feedback gives students tools they use far beyond the gym. These habits often show up in attendance and effort over the year.
How do students know they are ready for the next level?
Readiness shows up when a student can pick an activity, warm up safely, sustain effort, and reflect on what went well. They should also know basic terms around heart rate, strength, and flexibility. If a student can plan a week of activity on their own, they are in good shape.