• PE StandardsCalifornia PE Standards

    High School Course 2



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

    1. 1.1  Combine and apply movement patterns, from simple to complex, in combative, gym- nastic/tumbling, and team activities.

    2. 1.2  Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities.

    3. 1.3  Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/ tumbling, and team activities and apply those components in performance.

    4. 1.4  Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities.

    5. 1.5  Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles.

    6. 1.6  Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance.

    7. 1.7  Analyze and evaluate feedback from proprioception, from others, and from the perfor- mance of complex motor (movement) activities to improve performance in combative, gymnastic/tumbling, and team activities.

    8. 1.8  Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities.

    9. 1.9  Create or modify practice/training plans based on evaluative feedback from skill acquisi- tion and performance in combative, gymnastic/tumbling, and team activities.

    10. 1.10  Analyze situations to determine appropriate strategies to use in combative, gymnastic/ tumbling, and team activities.

    11. 1.11  Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities.

    12. 1.12  Evaluate independent learning of movement skills.


    California Department of Education Reposted September 17, 2010

    High School Course 2




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

    1. 2.1  Participate in moderate to vigorous physical activity at least four days each week.

    2. 2.2  Participate in challenging physical fitness activities using the principles of exercise to meet individual needs and interests.

    3. 2.3  Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health-related fitness assessments.

    4. 2.4  Assess levels of physical fitness and adjust physical activity to accommodate changes in age, growth, and development.

    5. 2.5  Justify the use of particular physical activities to achieve desired fitness goals.

    6. 2.6  Develop and describe a physical fitness plan that enhances personal health and perfor- mance in future leisure and workplace activities.

    7. 2.7  Develop and implement an appropriate personal physical fitness program for a family or community member.

    8. 2.8  Explain how to evaluate consumer physical fitness products and programs.

    9. 2.9  Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.

    10. 2.10  Evaluate the availability and quality of fitness resources in the community.

    11. 2.11  Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness.


    1. 3.1  Participate in physical activities for personal enjoyment.

    2. 3.2  Examine and explain the ways in which personal characteristics, performance styles, and preferences for activities may change over a lifetime.

    3. 3.3  Evaluate the psychological benefits derived from regular participation in physical activity.

    4. 3.4  Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.

    5. 3.5  Evaluate and refine personal goals to improve performance in physical activities.




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

    California Department of Education Reposted September 17, 2010

    Social Interaction

    1. 3.6  Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity.

    2. 3.7  Explain how to select and modify physical activities to allow for participation by younger children, the elderly, and individuals with special needs.

    Group Dynamics

    1. 3.8  Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.

    2. 3.9  Encourage others to be supportive and inclusive of individuals of all ability levels.


Last Modified on August 10, 2019