PE

Physical Education

PE teaches students how their bodies move and how to perform a variety of physical activities. Students learn the health-related benefits of regular physical activity and the skills to adopt a physically active, healthy lifestyle. The discipline provides learning experiences that meet the developmental needs of students. A standards-based PE program also provides an excellent opportunity to ensure that students develop positive social skills, cooperate with others, and accept responsibility for their own actions.

PE contributes significantly to every student’s health and well-being, and it is an instructional priority for California schools. Every student, regardless of disability, ethnicity, gender, native language, race, religion, or sexual orientation, is entitled to a high-quality PE program. PE is an integral part of the overall education program for every student and provides one of the few opportunities students have to develop the skills, knowledge, and confidence necessary to lead a physically active lifestyle. A high-quality PE program promotes an active lifestyle, improved health, motor skill development, and better cognitive performance.

Daily PE for all students is recommended by numerous national associations, including the Centers for Disease Control and Prevention, the National Association for Sport and Physical Education, the National Association for State Boards of Education, the American Academy of Pediatrics, and the American Heart Association, and is noted in the Healthy People 2020 document.

Students who become skilled and knowledgeable in PE are more likely to become healthy adults who are motivated to remain healthy and physically active throughout their lives.

PE is a part of the coordinated school health system program. It is the component that addresses each student’s fundamental need for planned, sequential instruction that promotes lifelong physical activity and attitudes and behaviors that reduce health risks.

The terms physical education and physical activity are often used interchangeably, but they differ in important ways. Understanding the differences between the two is critical to understanding why both contribute to the development of healthy and active youths. Every student needs both a quality PE program and physical activity program.

Physical education instructional programs provide students with the skills and knowledge they need to establish and sustain physical activity as a key component of their lifestyle, as children, adolescents, and adults. The PE model content standards adopted by the State Board of Education involve five overarching standards in kindergarten through grade eight and three overarching standards in grades 9 through 12, including eight required content areas that provide a developmentally appropriate, standards-based sequence of instruction. PE instruction provides students with essential skills and knowledge through a broadly-based curriculum that is age-appropriate and links learning experiences in a sequential and articulated manner.

Physical activity is any bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, including exercise, sport, dance, and other movement forms. PE programs, recess periods, intramural sports programs, and athletic programs involve physical activity, but each serves a different purpose. Intramural sports and athletic programs provide opportunities for student learning but are not likely to constitute high-quality, standards-based PE instruction.

High School

The minimum requirement for graduation is two courses in PE. EC Section 51225.3(a) states, “A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school: At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:” (EC Section 51225.3[a][1]) “Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of this code” (EC Section 51225.3[a][1][F]).

The course of study adopted by local educational agencies (LEAs) must include PE for grades one through six, inclusive, (EC Section 51210[a][7]) and for grades 7 through 12, inclusive (EC Section 51220[d]). These statutes specify that the PE course of study must include an emphasis upon those physical activities that may be “conducive to health and vigor of body and mind.”

EC Section 51220(d) and EC Section 33352(b)(7) together require that each LEA offers a course of study in PE for grades 9 through 12, inclusive, that includes a developmentally appropriate sequence of instruction in the eight required content areas over the span of the PE classes offered as part of the school’s course of study. The law does not specify that every class must include instruction in all eight areas, but rather it speaks to a course of study over grades 9 through 12 that includes all eight areas.

Along with EC Section 33352(b)(7), Title 5 of the California Code of Regulations (5 CCR) Section 10060(a) outlines the criteria upon which each school district shall evaluate students in its course of study for high school PE. “The course of study provides for instruction in a developmental sequence in each of the following areas:

In addition, the Physical Education Model Content Standards for California Public Schools, High School Courses One and Two, convey a course model that includes the topics listed above.

In making the determination of whether to award PE credit for any given activity or class, EC Section 51220(d) and EC Section 33352(b)(7) together require that each local educational agency (LEA) offers a course of study in PE for grades 9 through 12, inclusive, that includes instruction in the eight required content areas over the span of the PE courses offered as part of the school’s course of study. The law does not specify that every class must include instruction in all eight areas, but rather it speaks to a course of study over grades 9 through 12 that includes all eight areas. It is ultimately the obligation of each LEA to determine how each particular class, as conducted in its district, supports its course of study for grades 9 through 12. The course of study must include the eight required content areas and substantially meet the objectives and criteria of EC Section 33352(b)(7) and 5 CCR Section 10060. While it is not required that every class for which PE course credit is given includes all eight areas, each LEA is required to structure its course offerings such that all areas are included over the course of study offered to all students.

In addition, it is important to note that EC Section 33352(b) requires each LEA to meet additional responsibilities should the LEA decide to award PE credit for a particular course. These responsibilities include the provision of minimum instructional minutes, various reporting requirements, and the assignment of an appropriately credentialed teacher.

Independent Study

IS is a voluntary alternative instructional strategy for providing regular education. Students work independently, according to a written agreement, and under the general supervision of a credentialed teacher. Attendance in IS is based on the time value of the student’s work product, as determined by the student’s supervising teacher. Because IS is an alternative instructional strategy, not an alternative curriculum, students follow the same course of study and meet the same academic standards as classroom-based students. IS students must adhere to EC sections 51222, 51225.3, 51241, and 60800, the latter requiring all students in grades five, seven, and nine to be tested in the state’s physical performance test (FITNESSGRAM®). Note: IS is offered at the option of the district, and not all districts offer this alternative instructional strategy.

The Physical Education requirement can be met in multiple ways. Please work with your ACE instructor to tailor your curriculum. 

Please click on the down arrow on "PE 1" or "PE 2" above to access the curriculum. 

Students must have a physical fitness component and a written component in order to receive credit in PE. 

The California state standards for Physical Fitness are:

Standard 1: Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. 

Standard 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 

Standard 3: Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. 

National PE Standards

SHAPE America's National Standards & Grade-Level Outcomes for K-12 Physical Education define what a student should know and be able to do as result of a highly effective physical education program. States and local school districts across the country use the National Standards to develop or revise existing standards, frameworks and curricula. 

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Citation: National Standards for K-12 Physical Education Copyright 2013, SHAPE America – Society of Health and Physical Educators, 1900 Association Drive, Reston, VA 20191, www.shapeamerica.org. All rights reserved.

Estándar 1: La persona físicamente alfabetizada demuestra competencia en una variedad dehabilidades motoras y patrones de movimiento.


Estándar 2: La persona físicamente alfabetizada aplica el conocimiento de los conceptos, principios, estrategias y tácticas relacionadas con el movimiento y elrendimiento.


Estándar 3: La persona físicamente alfabetizada demuestra el conocimiento y las habilidadespara lograr y mantener un nivel de actividad física para la mejora de la salud.


Estándar 4: La persona físicamente alfabetizada demuestra un comportamiento personal y social responsable que muestra respeto por sí misma y por los demás.


Estándar 5: La persona físicamente alfabetizada reconoce el valor de la actividad física para la salud, el disfrute, eldesafío, la auto-expresión y/o lainteracción social.

Students are to complete the following for EACH credit on the attached web site:

Total pages: 

4-10 pages of work per unit 

Physical Education 1 or 2 (Semester 1 or 2) Workout Log

Complete one of the Fitness Log below.  Be as detailed as possible in your description of the fitness activities (i.e. Weight lifting at the gym).  Students must have 50 hours of activity and all work finished and passed to receive the 5 credits per semester in Physical Education (1 or 2).


PE FITNESS LOG