Oregon Physical Education Standards

Physical Education is arranged into three strands consisting of Movement, Physical Fitness &

Self-Management which incorporate both the content and application. The three strands are meant to be woven throughout the benchmarks.

High School

High school students possess motor skills and movement patterns allowing them to perform

a variety of physical activities and to achieve a degree of success making activities

enjoyable. In addition, they show the ability to perform basic and advanced skills and tactics

to participate in at least one activity from each of three major categories. Students

demonstrate responsibility for their own health-related fitness status and are largely

independent in assessing their personal fitness status, and they can interpret information

from fitness tests and use this information to plan and design their own program to achieve

and maintain personal fitness goals. Students demonstrate leadership by holding themselves

and others responsible for safe practices, rules, procedures, and etiquette in all physical

activity.

Movement (Expressive & Efficient Moving)

Demonstrate knowledge of a variety of motor skills.

• PE.HS.EE.01 Demonstrate competency (basic skills) in complex versions of three or more of the following categories of movement forms and more advanced skills in one or more movement forms. (One activity counts in one category)

• Individual activities

• Dual activities

• Aerobic/cardio-respiratory lifetime activities

• Outdoor pursuits

• Dance, self-defense, yoga, martial arts

• Team sports

• Strength training & conditioning

• Aquatics

Understand & apply movement concepts.

• PE.HS.EE.02 Utilize the following components to critique an activity: skills and strategies, use of feedback, positive and negative aspects of personal performance, appropriate practice and conditioning procedures.

Understand & apply physical education vocabulary as it relates to movement concepts.

Understand rules and strategies for a variety of physical activities.

• PE.HS.EE.03 Communicate to others basic strategies specific to one team activity and one dual or individual activity.
• PE.HS.EE.04 Demonstrate rules and strategies in complex versions of at least two different categories of the following movement forms:

• Individual activities

• Dual activities

• Aerobic/cardio-respiratory lifetime activities

• Outdoor pursuits

• Dance, self-defense, yoga, martial arts

• Team sports

• Strength training & conditioning

• Aquatics

Physical Fitness (Fitness for Lifetime)

*Highlighted standards will be taught and assessed in Personal Fitness Classes.

Demonstrate knowledge of a physically active lifestyle.

• PE.HS.FL.01 Participate in physical activities and evaluate personal factors that impact participation.
• PE.HS.FL.02 Through physical activity, understand ways in which personal characteristics, performance styles, and activity preferences will change over the life span.

Understand the meaning of physical fitness & how personal fitness can be improved and maintained using health related fitness assessment as one tool for measuring.

• PE.HS.FL.03 Assess and analyze personal health-related fitness status.
• PE.HS.FL.04 Independently design a written personal fitness and activity program which incorporates related physical fitness components and principles (overload, progression, specificity, and individuality)

Self-Management (Self-Management & Social Behavior)

Understand appropriate & positive behavior management (social skills) and respect for all individual differences, including gender, ethnicity, and physical ability during physical activity.

• PE.HS.SM.01 Analyze and apply rules, procedures, and etiquette that are safe and effective for specific activities/situations.
• PE.HS.SM.02 Apply conflict resolution strategies in appropriate ways and analyze potential consequences when confronted with unsportsman-like behavior.

Oregon Deparment of Education-Standards by Design: High School Physical Education Standards