|(a) General requirements. Students shall be awarded
one credit for completion of this course.
(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 Skill-Based Lifetime Activities course offers
students the opportunity to demonstrate mastery in basic sport skills,
basic sport knowledge, and health and fitness principles. Students
experience opportunities that promote physical literacy and lifetime
wellness. Students in Skill-Based Lifetime Activities participate
in a minimum of one lifelong activity from each of the following five
categories during the course.
(A) Target games are activities in which students send
an object toward a target.
(B) Striking and fielding games are activities in which
students strike an object in order to score points within a game.
(C) Fitness activities provide opportunities for students
to apply fitness principles to accomplish an objective.
(D) Rhythmic activities provide opportunities for students
to demonstrate or create movement sequences with rhythm.
(E) Innovative games and activities with international
significance are those games and activities that use new or innovative
equipment, have been created by students, or are played internationally.
(c) Knowledge and skills.
(1) Movement patterns and movement skills. The physically
literate student applies movement skills while participating in a
minimum of five lifelong activities, including one from each of the
following categories: target, striking and fielding, fitness, rhythmic,
and innovative games and activities with international significance.
The student is expected to:
(A) exhibit a level of competency in one or more target
activities such as archery, disc golf, backyard target games, bowling,
(B) exhibit a level of competency in one or more striking
and fielding activities such as kickball, softball, baseball, and
(C) exhibit a level of competency in one or more fitness
activities that promote cardiorespiratory endurance, muscular strength,
muscular endurance, and flexibility;
(D) exhibit a level of competency in one or more rhythmic
(E) exhibit a level of competency in one or more innovative
games and activities with international significance such as cricket,
futsal, speed ball, and team handball.
(2) Performance strategies. The physically literate
student applies tactics and strategies to be successful in skill-based
lifetime activities. The student is expected to:
(A) perform skills and strategies consistently;
(B) modify movement during performance using appropriate
internal and external feedback;
(C) describe appropriate practice procedures to improve
skill and strategy in a sport;
(D) identify the critical elements for successful performance;
(E) demonstrate proper officiating techniques, including
hand signals, verbal communication, and application of rules, to ensure
safe participation in activities; and
(F) keep score accurately during games or activities.
(3) Health, physical activity, and fitness. The physically
literate student applies knowledge of health and fitness principles
to participation in skill-based lifetime activities. The student is
(A) establish realistic and challenging health-related
fitness goals for selected skill-based lifetime activities;
(B) apply appropriate safety procedures to prevent
or reduce injuries in skill-based lifetime activities; and
(C) analyze health and fitness benefits derived from
participating in skill-based lifetime activities.
(4) Social and emotional health. The physically literate
student applies principles for social and emotional health to participation
in selected skill-based lifetime activities. The student is expected
(A) acknowledge good play from an opponent during competition;
(B) explain the importance of accepting the roles and
decisions of officials;
(C) explain the importance of accepting successes and
performance limitations of self and others;
(D) discuss the importance of accepting personal responsibility
to create and maintain a physically and emotionally safe and nonthreatening
environment while officiating; and
(E) discuss and apply ways to respond to challenges,
successes, and failures in physical activities in socially appropriate
(5) Lifetime wellness. The physically literate student
applies wellness principles to participation in selected skill-based
lifetime activities. The student is expected to:
(A) select and participate in at least one skill-based
lifetime activity that provides for enjoyment and challenge from each
category, including target, striking and fielding, fitness, rhythmic,
and innovative games and activities with international significance;
(B) describe how sleep is essential to optimal performance