Movement skills and fitness basics
Students start the year building the basic movement skills they will use all year, like running, jumping, throwing, catching, and balancing. They also learn what a good warm-up looks like and how to move safely.
What does a student learn in
This is the year physical education shifts from learning the moves to using them on purpose. Students build skills they can carry into sports, fitness routines, and everyday activity, and they learn how the body responds to exercise. They practice working with classmates, settling disagreements, and taking responsibility for their own effort. By spring, students can plan and stick with a basic fitness routine that fits their own goals.
- Motor skills
- Fitness concepts
- Teamwork
- Personal responsibility
- Lifelong wellness
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
Playing games and working together
Students join team and partner activities where they practice passing, defending, and following the rules of the game. The focus is on cooperating, communicating with teammates, and being a fair player whether they win or lose.
- 3
Fitness concepts and personal goals
Students learn how exercise affects the heart, muscles, and breathing, and they track their own progress in areas like strength and endurance. Each student sets a personal fitness goal and works toward it.
- 4
Lifelong activity and wellness
Students try a wider range of activities, from individual sports to fitness routines they could keep up as adults. They reflect on which activities they enjoy and how regular movement fits into a healthy life.
Mastery Learning Standards
The required skills a student should display by the end of Grade 9.
Physical Education
Physical Education
- High School Level 1
Develop a variety of motor skills, including locomotor, non-locomotor
Students practice the fundamental movement skills, like throwing, balancing, and changing direction, that form the base for staying active in sports, fitness routines, and everyday 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 perform physical activities with better control and purpose.
- High School Level 1
Develop social skills through movement, including respect for self and others…
Students practice working with others during physical activity: listening, taking turns, and handling wins or losses in a way that's fair to everyone in the group.
- High School Level 1
Develop personal skills, identify personal benefits of movement
Students practice setting fitness goals, recognize how regular movement improves how they feel and function, and start building exercise habits 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 the fundamental movement skills, like throwing, balancing, and changing direction, that form the base for staying active in sports, fitness routines, and everyday life. | MA-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 perform physical activities with better control and purpose. | MA-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 activity: listening, taking turns, and handling wins or losses in a way that's fair to everyone in the group. | MA-PE.3.hs-level-1 |
| Develop personal skills, identify personal benefits of movement High School Level 1 | Students practice setting fitness goals, recognize how regular movement improves how they feel and function, and start building exercise habits they can keep up long after high school. | MA-PE.4.hs-level-1 |
Common Questions
What does physical education look like at this level?
Students build the movement skills, fitness habits, and teamwork they need to stay active for life. Class covers running, throwing, catching, and balance, plus the thinking behind why exercise matters. Students also practice cooperating with classmates and taking responsibility for their own effort.
How can a parent support physical education at home?
Build a short daily habit of moving together. A 20-minute walk after dinner, tossing a ball in the yard, or stretching before bed all count. Ask what was played in class that day and try a piece of it at home.
Does a student need to be athletic to do well this year?
No. Grades reward effort, growth, and good teamwork more than raw skill. A student who shows up, tries, and treats classmates with respect will do well, even if they have never played the sport before.
How should the year be sequenced across units?
Start with skill basics and fitness baselines in early units so students have a reference point. Build through team activities in the middle of the year, then close with individual and lifetime activities like walking, yoga, or strength work that students can keep doing after graduation.
What usually needs the most reteaching?
Pacing during fitness work and giving honest feedback to a partner. Many students sprint the first lap and stall, or they go quiet during peer review. Short, repeated practice with heart rate checks and sentence stems for feedback tends to move both quickly.
How can a parent help if their student says they hate gym class?
Ask what specifically feels hard: the activity, being watched, or keeping up. Then find one form of movement they actually enjoy outside of class, like biking, dancing, or hiking, and protect time for it. Confidence at home usually carries back into class.
What does mastery look like by the end of the year?
Students can perform basic skills in a real game or activity, explain how exercise affects the body, and work through a group task without an adult stepping in. They can also name two or three activities they plan to keep doing on their own time.
How is fitness assessed without making it feel like a contest?
Use personal baselines and growth over time instead of class rankings. Record a starting number for things like a mile walk or plank hold, then compare each student to their own earlier score. Effort and consistency carry more weight than raw results.