Network Operations Center (NOC)
UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
Physical Education - Participation Skills & Techniques
Utah Secondary Physical Education Core Curriculum
Last updated: 2006
Instruction in physical education strives to develop healthy, responsible students who have the knowledge, attitudes, and skills to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. The Physical Education Core Curriculum utilizes appropriate instructional practices to develop competence and confidence in a variety of movement forms such as sports, dance, and recreational and physical fitness activities. The emphasis is on providing success and enjoyment for all students, and not just for those who are "physically gifted." The Physical Education Core represents a shift from a team sports-dominated program to a lifetime activity format with connections to community resources. Knowledge of the relationship between proper nutrition and the benefits of a consistent fitness regimen is the common thread running through the Physical Education Core. Reading and writing practices such as reports, activity journals, and portfolios are incorporated in the Core to broaden the physical education experience and to contribute to the overall literacy of students. Students develop life skills through cooperative and competitive activity participation and learn to value academic service experiences.
The Physical Education Core describes what students should know and be able to demonstrate at the end of each course. It was developed, critiqued, piloted, and revised by a committee comprised of physical education teachers, district specialists, university educators, State Office of Education specialists, and representatives from the community. The Core reflects the current national philosophy of physical education represented in national standards developed by the AmericanAlliance for Health, Physical Education, Recreation and Dance and the National Association for Sport and Physical Education, the two governing bodies of health and physical education in the United States.
Senior High School: Graduation standards require 1.5 credits of physical education taken during grades nine through twelve. Districts have the autonomy of when to offer the specific classes.
*At the tenth-grade level Health and Fitness for Life may be combined and offered as a full-year class for .5 units Health credit and .5 units Fitness for Life credit.
Similarities and differences include characteristics of culture, race, ability level, disability, physical characteristics (strength, size, and age), gender, and socioeconomic status. Students are taught to respect and celebrate differences and to develop strategies to include others from diverse backgrounds in activity participation.
Physical fitness testing provides personal information to students and indicates progress in individualized fitness plans. Scores on fitness tests should reflect improvement by students and should not be the primary component used in the grading process. Two recommended fitness tests with national norms are the FitnessGram and the Presidential Physical Fitness Test.
Alternative assessment strategies such as observation, interview, use of rubrics, activity journals, and portfolios are employed in measuring student progress. Students have required reading and writing assignments relating to a healthy lifestyle to broaden the physical education experience. Topics on sports and recreation offer excellent opportunities to engage students to improve their literacy skills.
Physical changes in the body resulting from physical fitness activitiesare measured to provide personal information to students. Pulse rate, body weight and composition, blood pressure, strength and flexibility, and cardiovascular endurance are elements measured in physical education classes.
Credit for Sports Participation
Non-Qualifying Activity Classes
Use of Technology
Dodge Ball and Other Inappropriate Activities
Organization of Physical Education Core
Intended Learning Outcomes for Secondary Physical Education
The Intended Learning Outcomes reflect the skills, attitudes, standards, and behaviors students should learn as a result of instruction in physical education. They represent an essential part of the Physical Education Core Curriculum and provide teachers with standards for evaluation of student learning.
The primary goal of physical education instruction is to develop attitudes, skills, and behaviors to empower students to live healthy, productive lives. By the end of secondary physical education instruction, students will be able to:
1. Demonstrate competency in activity and physical fitness.
2. Derive satisfaction through fair play, skill development, and participation with people of diverse backgrounds.
3. Apply complex thinking through problem-solving skills in activity settings.
4. Develop strategies for a lifelong healthy lifestyle.
5. Apply attributes of responsible citizenship.