Skill check-in and goal setting
Students start the year by testing where their fitness and movement skills stand. They set personal goals for strength, endurance, and the sports or activities they want to improve in.
What does a student learn in
This is the year movement turns into a personal fitness plan students can run on their own. Students sharpen sports and exercise skills they will keep using as adults, from lifting and jogging to team play. They learn how the body responds to training, how to set goals, and how to work well with teammates and partners. By spring, students can design and follow a workout routine that fits their own goals.
- Personal fitness plans
- Sports skills
- Strength and cardio
- Teamwork
- Healthy habits
- Goal setting
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 movement and game skills
Students sharpen the running, throwing, catching, and footwork that show up in team sports, individual sports, and dance. Practice gets more specific to the activities students choose.
- 3
Fitness training and healthy habits
Students learn how to plan their own workouts using strength, cardio, and flexibility. They track effort, rest, and nutrition choices that keep the body working well.
- 4
Teamwork and fair play
Students focus on how they treat teammates, opponents, and coaches. They practice communicating during a game, handling pressure, and leading small groups through drills.
- 5
Activities for life beyond school
Students try activities they can keep doing as adults, such as hiking, weight training, yoga, or recreational sports. They leave with a plan for staying active after the class ends.
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 movement skills like running, balancing, and throwing with enough control to use them in real sports and activities. The goal is building a body that stays active for life.
- High School Level 2
Apply knowledge related to movement, performance
Students connect what they know about how the body works to make smarter choices during exercise and sport. They use that understanding to train more effectively and stay active in ways that support long-term health.
- High School Level 2
Develop social skills through movement, including respect for self and others…
Students practice working with others during physical activities, like taking turns, listening to teammates, and handling wins or losses with respect.
- High School Level 2
Develop personal skills, identify personal benefits of movement
Students set personal fitness goals, name the benefits that matter to them, and build a habit of regular activity they can keep up long after graduation.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor High School Level 2 | Students practice movement skills like running, balancing, and throwing with enough control to use them in real sports and activities. The goal is building a body that stays active for life. | TX-PE.1.hs-level-2 |
| Apply knowledge related to movement, performance High School Level 2 | Students connect what they know about how the body works to make smarter choices during exercise and sport. They use that understanding to train more effectively and stay active in ways that support long-term health. | TX-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, like taking turns, listening to teammates, and handling wins or losses with respect. | TX-PE.3.hs-level-2 |
| Develop personal skills, identify personal benefits of movement High School Level 2 | Students set personal fitness goals, name the benefits that matter to them, and build a habit of regular activity they can keep up long after graduation. | TX-PE.4.hs-level-2 |
Common Questions
What does a Level 2 PE year actually look like?
Students build on basic movement and start refining skills in a few sports or fitness activities. They learn how the body responds to exercise, how to work with teammates, and how to plan workouts that fit their own goals.
How can I help my teen stay active outside of school?
Walk, bike, lift, swim, or play a sport together a few times a week. The goal at this age is for students to find one or two activities they actually enjoy, so they keep moving after the class ends.
Does my teen need to be good at sports to do well in PE?
No. Grades focus on effort, fitness growth, teamwork, and understanding how exercise works. A student who shows up, tries, and plays fair will do well even if they are not the fastest or strongest in class.
How should I sequence units across the year?
Open with a fitness baseline and goal-setting unit so students have data to work with. Then rotate through individual, team, and lifetime activities, returning to fitness checkpoints each grading period so progress stays visible.
What concepts usually need the most reteaching?
Heart rate zones, the difference between strength and endurance work, and how to design a balanced weekly routine. Most students can name the parts of fitness but struggle to apply them when planning their own workout.
How do I grade students who come in at very different fitness levels?
Score growth and personal goal progress, not raw numbers. A student who improves their mile time by a minute and a student who already runs a fast mile can both earn top marks if they set honest goals and work toward them.
What should my teen be able to do by the end of the year?
Lead themselves through a warm-up, workout, and cool-down. Explain why each part matters, work cooperatively in a group activity, and name two or three activities they plan to keep doing for fitness after the class is over.
How do I handle students who refuse to dress out or participate?
Talk with them privately about what is getting in the way. Often it is body image, a past bad experience, or social anxiety. Offer choices in activity and intensity, and tie grades to participation and effort rather than performance in front of peers.