The Louisiana Physical Education Content Standards were developed to provide physical education teachers, administrators, and parents a guide to understanding and interpreting physical education for the future. This new view on physical education places a greater emphasis on participating in regular physical activity (PA) and creating plans for lifelong fitness. High school physical education seeks to develop students who acquire knowledge and understand the implications and benefits of PA by providing students with the opportunity to develop physical, cognitive and social competency through participation in team/individual sports, and lifetime activities. However, there has been a clear shift from sport-based curriculum to helping students develop and/or maintain personal fitness and foster a healthy and active lifestyle. The characteristics of high school physical education are intended to produce physically literate individuals with intentions of maintaining lifelong health (SHAPE, 2014). Based on the developmental stage of the students, as well as the goal of lifelong health, the following items should be taught, emphasized, and incorporated through a variety of lifetime activities in high school physical education: The five health-related fitness components (i.e., body composition, cardiovascular endurance, flexibility, muscular strength and muscular endurance), FITT (i.e., Frequency, Intensity, Time, and Type) principles, and basic training principles (e.g., overload, progression, and specificity).
Louisiana State Standards
1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
The intent of this standard is to provide students with a broad base of skills and movement patterns that will enhance their ability to be physically active in a variety of ways and continue a lifelong pattern of physical activity. Competency means that the students possess the ability and knowledge at an emerging or higher level. The variety of skill comes from three basic categories of movement skills, i.e. locomotor (moving the body from one location to another), manipulative (using a variety of objects in conjunction with their hands, feet and other body parts), and non- locomotor/stability (movements of the body and its parts in a relatively stable position).
2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
This standard speaks to the need for students to understand related cognitive information pertinent to movement skills in physical education. The teaching of the information should be appropriate to the grade level being taught and is derived from the movement sciences (motor learning and development, sport psychology and sociology, biomechanics and exercise physiology). A movement vocabulary should be developed for each movement area taught. In addition, basic concepts about absorbing and exerting force, balance, managing stress related to changes in your body as one grows, stress related to expectation of others and yourself. Strategies for success should progress from simple to complex and be developmentally appropriate. Application of information should be related to real world skills and games.
3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
The intent of this standard is to provide the knowledge and methods for achieving and maintaining a health enhancing level of physical fitness. Students should be taught about fitness and its importance throughout the lifespan. Fitness can be derived from participating in a variety of activities and is important to success in activities as well as individual wellness. Concepts, principles and strategies should also be incorporated as part of health related fitness e.g. Frequency of activity, Intensity of activity, Time spent in activity, and Type of activity (FITT). Each student will have different interests and abilities that dictate the need for teachers to individualize their activities, i.e. various levels of intensity and ways to enhance fitness. Because the development and maintenance of health related fitness is a continuous subject, it should be part of each lesson rather than an isolated unit.
4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Responsible behavior addresses the need for both self-motivated behavior as well as adherence to social expectations in movement settings. Students should understand that safe participation and respect for others is an important aspect of this standard. Other components of Standard 4 are appreciation for individual and cultural diversity, etiquette, being proactive rather than reactive, adhering to rules, and giving ones best effort.
5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
The intent of this standard is to help students learn more about their personal values and the importance of daily physical activity. If a student does not recognize the value of being physically active, they are less likely to pursue physical activity opportunities. The activities taught in physical education classes can facilitate student enjoyment of being physically active, openness to new activity options that are challenging, learning of positive social skills, and recognition of physical activity as an opportunity for self-expression.