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This is a TEMPLATE for a typical secondary health or PE class. The orange headings are the same headings you will see in WINGS. Parents are not only encouraged, but are requested to personalize the class for their student. You may cut and paste each section (under the heading) into the appropriate box in WINGS - then you can delete any sections that don't apply and add anything you'd like to include. Please check with your SLPC if you have any questions.

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Class Title:

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General PE

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Subject :

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Health/PE

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Description and Learning Materials:

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General Physical Education: movement, motor skills, physical fitness, organized sports & developmentally appropriate physical activities. Activities may include formally and informally organized teams and events as well as daily activity. Practice, exhibition and learning about the history, rules and ethics of each activity will be part of the class.
This course will consist of students developing competence in versions of games, rhythmic and recreational activities. Students will develop responsible personal and social behaviors showing decision making and conflict resolution skills, etiquette and respect for others. Students achieve and maintain fitness standards and set reasonable foals for improvement and maintenance. Students exhibit a healthy lifestyle, interpret health information and promote good health.

Materials may include but are not limited to the following: memberships (teams, fitness centers, YMCA, etc), private and/or group lessons/classes (dance, golf, tennis, etc.), health texts, audio-visual materials, newspapers, magazines, worksheets, supplemental readings, trade books, computer technology, internet research, field trips, simulations, games and idea books.

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Learning Goals/EALRs:

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General Physical Education:
1. Demonstrate mechanics of movement (ex. kick a ball with accuracy)

2. Perform movement combinations in rhythmic activities.(ex.: performs social dance, hip hop or cultural dance)

3. Demonstrate proficiency of movement combinations in fundamental and complex motor skills in individual and group games and activities.

4. Demonstrate and describe the importance of practice in improving performance. (ex: practices a volleyball forearm pass against a wall using a rubric)

5. Apply movement concepts to meet complex skill demands (ex: receives, disc, pivots, throws disc to teammate, repositions to receive disc in game of Ultimate).

6. Apply rules and etiquette in a variety of.

7. Demonstrate the relationship between the FITT (frequency, intensity, time, task) principle and components of health-related fitness as related to lifelong fitness.

8. Demonstrate ability to safely participate in a variety of physical activities.

9. Demonstrate sportsmanship and cooperation in competitive games (uses teamwork, tactical strategies, social interactions, sportsmanship and fair play).

10. Demonstrate offensive, defensive and cooperative strategies.(ex. demonstrates coverage of play in softball)

11. Demonstrate and apply components of skill-related fitness in physical activity.

12. Demonstrates appropriate self-assessments in skill-related fitness.


Essential Academic Learning Requirements – Health and Fitness
There are four EALRs in health and fitness. Within each EALR, there are several components. The first components address basic concepts, and the latter components ask students to apply their understanding of this core content.

1 - The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.

To meet this standard the student:
1.1 – Develops motor skills and movement concepts as developmentally appropriate.
1.2 – Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.
1.3 – Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self assessment in order to improve performance.
1.4 – Understands the concepts of skill-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
1.5 – Understands relationship of nutrition and food nutrients to body composition and physical performance



2 – The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely.

To meet this standard the student:
2.1 – Understands foundations of health.
2.2 – Understands stages of growth and development.
2.3 – Understands the concepts of prevention and control of disease.
2.4 – Acquires skills to live safely and reduce health risks.



3 – The student analyzes and evaluates the impact of real-life influences on health.

To meet this standard the student:
3.1 – Understands how family, culture, and environmental factors affect personal health.
3.2 – Evaluates health and fitness information.
3.3 – Evaluates the impact of social skills on health.


4 – The student effectively analyzes personal information to develop individualized health and fitness plans.

To meet this standard the student:
4.1 – Analyzes personal health and fitness information.
4.2 – Develops and monitors a health and fitness plan.

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Methods of Evaluation:

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Assessment options may include: performance based observations by parents and coaches, discussion of themes, documentation of practice times, quizzes, projects, skill development and self-assessments.