| (a) General requirements. Students shall be awarded
one credit for successful 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 Lifetime Recreation and Outdoor Pursuits course
provides opportunities for students to develop competency in five
or more lifelong recreational and outdoor pursuits for enjoyment and
challenge. Students in Lifetime Recreation and Outdoor Pursuits participate
in activities that promote physical literacy, respect for and connection
to nature and the environment, and opportunities for enjoyment for
a lifetime. Students will experience opportunities that enhance self-worth
and support community engagement.
(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. The student
demonstrates competency in five or more lifetime recreational and
outdoor pursuits such as backpacking, camping, hiking, navigation,
water sports, paddle sports, boater education, water safety education,
angler education, hunter education, archery, outdoor survival and
safety, climbing, adventure activities, challenge course or team building,
lawn games, skating, skiing, cycling, and disc sports. The student
is expected to:
(A) demonstrate execution of basic skills in lifetime
recreation and outdoor pursuits;
(B) apply the rules and strategies of the selected
lifetime recreation and outdoor pursuits; and
(C) design a conditioning program for the selected
lifetime recreation and outdoor pursuits.
(2) Performance strategies. The physically literate
student applies movement concepts and principles to the learning,
development, and execution of motor skills applicable to the selected
lifetime recreational and outdoor pursuits. The student is expected
to:
(A) modify movement during performance using appropriate
internal and external feedback; and
(B) identify critical elements for a successful performance
during a specific activity.
(3) Health, physical activity, and fitness. The physically
literate student exhibits a physically active lifestyle that improves
health and provides opportunities for enjoyment and challenge. The
student is expected to:
(A) participate in lifetime recreational and outdoor
pursuits that provide for enjoyment and challenge;
(B) describe training principles for enhancing flexibility,
muscular strength and endurance, and cardiorespiratory endurance;
(C) establish realistic and challenging health-related
fitness goals;
(D) select and use appropriate technology tools to
evaluate, monitor, and improve health-related fitness;
(E) analyze health and fitness benefits derived from
participation in lifetime recreational and outdoor pursuits; and
(F) design and participate in a personal health-related
fitness program that has the potential to meet identified activity
goals.
(4) Social and emotional health. The physically literate
student articulates the benefit of time spent in recreation or outdoor
pursuits to promote mental, social, and emotional health. The student
is expected to:
(A) demonstrate teamwork such as leadership, problem
solving, trust, creativity, cooperation, conflict resolution, and
communication while engaging in selected lifetime recreation and outdoor
pursuits;
(B) demonstrate etiquette appropriate for selected
lifetime recreation and outdoor activities;
(C) evaluate the impact of the use of technology on
social and emotional health;
(D) analyze and summarize critical information on the
mental, social, and emotional health benefits of engagement in outdoor
pursuits; and
(E) design a personal wellness plan that includes time
engaging in outdoor pursuits.
(5) Lifetime wellness. The physically literate student
recognizes the relationship between lifetime recreation or outdoor
pursuits and health. The student is expected to:
(A) list and describe safety equipment used in selected
lifetime recreation and outdoor pursuits;
(B) explain and follow safety procedures during selected
lifetime recreation and outdoor pursuits;
(C) identify and apply the health-related fitness principles
to selected lifetime recreation and outdoor pursuits;
(D) describe how sleep is essential to optimal performance
and recovery;
(E) analyze the advantages and disadvantages of lifetime
recreation and outdoor pursuits and their effects on personal fitness;
(F) provide evidence of developing and maintaining
health-related fitness; and
(G) design safe practices and procedures to improve
skill during an activity.
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