| (a) General requirements. Students shall be awarded
one credit for successful completion of this course.
(b) Introduction.
(1) Physical education is the foundation of a well-balanced
curriculum. "It is an academic subject with a planned and sequential
K-12 curriculum based on the national standards for physical education.
Physical education provides cognitive content and instruction designed
to develop motor skills, knowledge, and behaviors for physical activity
and physical fitness. Supporting schools to establish daily physical
education can provide students with the ability and confidence to
be physically active for a lifetime" (Centers for Disease Control
and Prevention (CDC), CDC Healthy Schools, May 2019).
(A) Physical education is designed to develop motor
skills, knowledge, and behaviors for active living, physical fitness,
sportsmanship, self-efficacy, and emotional intelligence. Physical
education addresses the three domains of learning: cognitive skills
related to the knowledge of movement, affective skills related to
feelings and attitudes about movement, and psychomotor skills related
to the manual or physical skills in movement literacy (SHAPE America,
2014, p. 4).
(B) Physically literate students have the ability to
develop a lifetime of wellness. Physical literacy can be described
as the ability to move with competence and confidence, to acquire
knowledge and understanding, and to value and take responsibility
for engagement in a wide variety of physical activities in multiple
environments that benefit the healthy development of the whole person
(Mandigo, Francis, Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is important
to the development of the whole child and increases a lifetime of
wellness. The Association for Supervision and Curriculum Development
and the National Academy of Medicine support the belief that physical
education, taught at a developmentally appropriate level, improves
physical fitness and skill development, supports and improves academic
achievement, reinforces self-discipline and teacher goal setting,
reduces stress and increases blood flow to the brain, strengthens
peer relationships, and improves self-confidence and self-esteem.
(2) The physical education standards are categorized
into five strands that are of equal importance and value. The movement
patterns and movement skills strand guides the physically literate
student in the development of fundamental movement patterns, spatial
and body awareness, and rhythmic activities. The performance strategies
strand guides the physically literate student in using strategies
in fundamental components of games, activities, and outdoor and recreational
pursuits. The health, physical activity, and fitness strand encompasses
health-related fitness, environmental awareness, and safety practices
that guide students to a health-enhancing, physically active lifestyle.
The physically literate student demonstrates skills and mechanics
used during physical activity and analyzes data used during fitness
performance. The physically literate student recognizes the correlation
between nutrition, hydration, and physical activity. The social and
emotional health strand incorporates working with others, responding
to class expectations, and applying self-management skills. The lifetime
wellness strand engages students in physical activity for the purposes
of self-expression, enjoyment, and challenge.
(3) Quality physical education programs include a comprehensive
curriculum, physical activity, safety policies, safe environments,
qualified physical education specialists instructing the class, and
student assessment and do not use physical activity as a form of punishment.
Texas state law outlines state requirements that support these essential
components. In accordance with state law, physical education curriculum
and instruction must be sequential, developmentally appropriate, and
designed to meet the needs of all students, including students with
disabilities, and of all physical ability levels. At least 50% of
the physical education class must be used for actual student physical
activity at a moderate or vigorous intensity level, which aligns with
additional state requirements for a minimum number of minutes for
moderate or vigorous physical activity in Kindergarten-Grade 8. Required
student-to-teacher ratios of 45-to-1 ensure the proper supervision
and safety of students in physical education classes, and school districts
must identify how student safety will be maintained if that ratio
is exceeded. State law also requires that school districts and charter
schools annually assess the physical fitness of students in Grade
3 or higher who are enrolled in a physical education course.
(4) Access to course-appropriate physical education
equipment is essential to quality instruction. Course-appropriate
equipment for all students is imperative for the development of motor
skills, manipulative skills, and eventually becoming a physically
literate, lifelong learner. Equipment should include a variety of
sizes, weights, and textures to provide differentiated experiences
for students of various ability levels.
(5) The Lifetime Fitness and Wellness Pursuits course
offers current approaches for the foundation of personal fitness,
physical literacy, lifetime wellness, and healthy living. Students
in Lifetime Fitness and Wellness Pursuits will apply the knowledge
and skills to demonstrate mastery of the concepts needed to achieve
lifetime wellness. Students will participate in a variety of physical
activities for attaining personal fitness and lifetime wellness.
(6) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Movement patterns and movement skills. While participating
in physical activity, the physically literate student applies physiological
and biomechanical principles to improve health-related fitness. The
student is expected to:
(A) apply physiological and fitness principles related
to exercise and training, including warm-up and cool-down, overload,
frequency, intensity, time, and specificity; and
(B) apply basic biomechanical principles related to
exercise and training, including force, leverage, and type of contraction.
(2) Performance strategies. During physical activity,
the physically literate student applies skills, techniques, and safety
practices associated with physical activity. The student is expected
to:
(A) apply appropriate procedures to ensure safety;
(B) apply appropriate practices and procedures to improve
skills in various fitness activities;
(C) perform skills and appropriate techniques at a
basic level of competency;
(D) modify movement during performance using appropriate
internal and external feedback; and
(E) explain various methods to achieve personal fitness,
including interval training, circuit training, high-intensity interval
training (HIIT), and functional fitness training.
(3) Health, physical activity, and fitness. The physically
literate student applies fitness principles that encompass personal
fitness programs, nutrition, technology, and environmental awareness.
The student is expected to:
(A) demonstrate appropriate safety procedures, including
wearing proper attire, using equipment safely, practicing exercise
etiquette, and recognizing situational environmental hazards;
(B) identify and describe exercise techniques that
may be harmful or unsafe;
(C) explain the relationships among hydration, physical
activity, and environmental conditions;
(D) explain the relationship between physical fitness
and wellness;
(E) participate in a variety of activities that develop
health-related physical fitness;
(F) describe training principles appropriate to enhance
cardiorespiratory endurance, muscular strength and endurance, and
flexibility;
(G) exhibit a basic level of competency in two or more
aerobic and two or more anaerobic activities;
(H) select and use appropriate technology tools to
evaluate, monitor, and improve health-related fitness;
(I) design and implement a personal fitness program
that includes health-related fitness components;
(J) measure and evaluate personal skill-related components
of physical fitness, including agility, balance, coordination, power,
reaction time, and speed; and
(K) measure and evaluate personal fitness in terms
of health-related fitness components.
(4) Social and emotional health. During physical activity,
the physically literate student develops positive self-management
and social skills needed to work independently and with others. The
student is expected to:
(A) describe and analyze the relationship between physical
activity and social and emotional health;
(B) discuss how improvement is possible with appropriate
practice;
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