physical education curriculum high school

Integrating Strength and Conditioning Into High School Physical Education

As physical education teachers, we want students to leave our programs with a toolbox full of knowledge and skills to support meaningful physical activity engagement. This can be done using a variety of instructional methods and curriculums.

While traditional activities such as sports and team games can still play an important role in our programs, strength and conditioning is a lifetime activity that continues to grow, particularly as a part of high school physical education programs.

Many schools have the facilities and equipment needed to integrate strength and conditioning into high school physical education classes and are already providing this type of programming for their athletes.

However, given the breadth of related content and equipment, along with important instructional and safety considerations, some physical education teachers might not know where to start when adding a strength and conditioning program to their high school PE curriculum.

This blog post will give you a starting point, but we encourage you to read “ Integrating Strength and Conditioning Into a High School Physical Education Curriculum: A Case Example ,” which we coauthored for the May/June 2021 issue of JOPERD . The article not only provides more details related to what strength and conditioning is, its benefits, and the components of a strength and conditioning program, but it also provides a detailed case example of a well-developed high school strength and conditioning program.

What is Strength and Conditioning?         

Strength and conditioning, resistance training, strength training, weight training, and weightlifting are terms that are often used interchangeably. Some of these terms may even be names of classes at your school.

However, strength and conditioning is the overarching term that includes these types of training along with agility, plyometrics, and speed training. The overall goal of strength and conditioning is to improve performance.

Benefits of Strength and Conditioning

Students can experience physiological, psychological, and health benefits when participating in a strength and conditioning program.

• Physiological Benefits — Students can experience increases in strength, explosiveness, proprioceptive abilities, general body awareness, athleticism, durability, balanced physical development, and more efficient use of training times and energies from participation in a strength and conditioning program.
• Psychological Benefits — Students who participate in strength and conditioning can experience increases and improvements in resistance training self-efficacy, physical self-worth, global self-worth, self-esteem, perceived body fat and appearance, and physical self-concept.
• Health Benefits — Students can experience improvements in overall body composition, reduced body fat, strengthened bones, increased resistance to sports-related injuries, and improvements in cardiorespiratory fitness, skeletal muscle mass, and insulin sensitivity. Students also exhibit lower levels of diastolic and systolic blood pressure, pulse pressure, and rate of pulse pressure after participation in strength and conditioning programs.

5 Key Components of High School Strength and Conditioning Programs

When adding strength and conditioning to a high school PE curriculum, the goal is to help students be successful and lay the foundation for an active lifestyle after graduation.

Here are several guidelines high school PE teachers can consider when developing their strength and conditioning program:

• Student Readiness — Are students mentally and physically ready to participate? Do they follow instructions? Are students capable of handling the stress of the training program? Do they have competent levels of balance and postural control?
• NSCA Certified Strength and Conditioning Specialist
• Collegiate Strength and Conditioning Coaches Association Strength and Conditioning Coach Certified
• USAW Level 1 Coach
• International Sports Sciences Association Strength and Conditioning Coach
• National Council of Strength and Fitness Certified Strength Coach
• Developmentally Appropriate — Select exercises that are appropriate for students’ body sizes, fitness levels, and resistance training experience. Exercises should also promote muscle balance across joints and between opposing muscle groups. Make sure to base training volume and intensity on program goals, the interests of students, and students’ technique levels. Additionally, make sure students are provided with plenty of rest time between exercises. Most importantly, it is essential to emphasize the use of correct form when performing strength and conditioning exercises.
• Program Structure — The program structure, or periodization, should maximize the athletic development of the students while also meeting their individualized overall training goals. Keep in mind that longer programs tend to be more supportive of positive performance outcomes. Also, remember to keep in mind important school dates, such as holidays or testing, when deciding on your program’s structure. You do not want a holiday or a scheduled test to interrupt students’ progress through a phase or cause a student to miss a testing week, for example.
• Assessment in Strength and Conditioning Programs — Use a variety of tests to track students’ progress through the training program and allow students to track their own progress. Help student develop goals to meet their personal performance expectations. Tests can measure maximal strength, power, strength endurance, reactive strength, rate of force development, speed, agility, and flexibility.

3 Key Takeaways From a High School Case Example

Our April/May 2021 JOPERD article includes a detailed example of a high school that integrated a well-developed, inclusive strength and conditioning program into its PE curriculum.

While you may not be able to implement a strength and conditioning program of this caliber, here are the key takeaways from this example that may be helpful as you begin thinking about adding this type of program in your school:

• Coach Certifications — Both coaches involved with this program have high level, accredited strength and conditioning certifications. The head coach holds a NSCA Certified Strength and Conditioning Specialist certification and a Collegiate Strength and Conditioning Coaches Association Strength and Conditioning Coach Certified certification. The assistant coach also holds a Collegiate Strength and Conditioning Coaches Association Strength and Conditioning Coach Certified certification.
• Different Levels of Programming — The coaches of this program have put a lot of thought and effort into the programming they provide to students. There are five different levels of programming that students are placed in based off their initial testing results. These different levels meet the needs of beginner or foundational students all the way up to the advanced athletes who intend to compete in sports at the collegiate or elite levels. Different programming not only allows students to improve and excel based on their ability level, but it also provides students with the motivation to get better so they can move up to the next level.
• Technology — This program has also integrated many different types of technology into its programming to support student learning. For example, students use Tendo units , PUSH Bands , Jump Mats , and more recently, Vitruve devices, to measure the speed, power, and height at which exercises are performed. The use of these devices also gives students immediate feedback on their performance, which allows them to determine if the exercise was performed correctly or incorrectly. Additionally, students can track their progress over the course of a program phase, semester, and year through the use of the TeamBuildr app.

Starting a strength and conditioning program can be a daunting task, especially if you have limited experience with this type of content development and instruction. However, here are some steps you can take to get started:

• Use the information provided in this blog post.
• Read some of the literature related to strength and conditioning to help familiarize yourself with some of the opinions, best practices, and types of exercises that can be used in the programming (some good resources are provided at the end of this post).
• Pursue professional development through accredited certification programs. Certification will ensure you are prepared to develop the programming and implement best teaching/coaching practices involved in a strength and conditioning program.

Overall, we want to emphasize the importance of making sure students are ready to participate and that the programming is developmentally appropriate and enjoyable for the group of students you are working with.

Additional Resources

• Integrating Strength and Conditioning Into a High School Physical Education Curriculum: A Case Example (May/June 2021 Issue of JOPERD )
• Youth Resistance Training: Updated Position Statement Paper From the National Strength and Conditioning Association
• Position Statement on Youth Resistance Training: The 2014 International Consensus
• Integrating Resistance Training Into High School Curriculum
• New Functional Training for Sports
• Youth Strength Training
• Essentials of Strength Training and Conditioning
• NSCA’s Guide to Program Design
• Strength Training Manual: The Agile Periodization Approach
• The Coach’s Strength Training Playbook

Featured image by Alora Griffit hs on Unsplas h.

Kacie Lanier is a doctoral student in the Physical Education Teacher Education Program at Georgia State University. She also teaches undergraduate courses and supervises student teachers. Her research interests include studying the impact of physical education participation on students’ mental health and the role strength and conditioning plays within the physical education curriculums.

Chad Killian is an assistant professor of kinesiology at Georgia State University in Atlanta where he teaches undergraduate and graduate courses in physical education and advises doctoral students. His primary research interests involve studying the use and efficacy of digital instruction in the K-12 physical education environment.

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PE Lesson Plans for High School (FREE High School PE Activities)

• Doug Curtin
• November 17, 2021

Physical education teachers have a lot to cover! We have put together a week’s worth of PE lesson plans for high school students that range in fitness, nutrition, yoga and more. We hope you enjoy the free content and give some lessons a try with your students! 

Struggling to find engaging PE activities for high school students ?

Finding quality physical education lesson plans for high school is no simple task! Getting the right instructional materials that will engage and excite your students while not breaking the bank is hard! 

Yes, you can search online, go to a Shape America conference, or talk to fellow PE teachers and find hundreds of PE activities and physical education lesson plans to use.

But, you will often end up with tons of phys ed games for high school students that are fun once and then quickly lose student’s attention. Or, you end up finding workouts that have barely clothed models that are a far cry from what you want for high school fitness lesson plans . 

What is there for high school PE ?

Producing high school physical education units on multiple topics is tough!

Do you feel like you are a jack of all trades and yet a master of none? You only have so much money in your budget and time in your day to teach all the different PE topics well. You are left asking yourself, 

• What equipment do I need for fun and cutting edge PE games for high school ? 
• Do I have the right equipment to run PE workouts for high school ? 

How does this all even fit into what my administrators want for high school physical education lesson plans ?

A week’s worth of free PE lesson plans for high school classes

When you feel like you are at stalemate with your lessons, sometimes it doesn’t hurt to sample! With so many great phys ed lesson plans for high school, it is hard to make sense of all that is out there. Here you will find a sample week of high-quality content that high school pe teachers tap into on a yearly basis. 

With a combination of fitness, nutrition, yoga, and dance, there is something to for every student to look forward to in the week. Additionally, you’ll find that some days give you a little extra time to sprinkle in some of those fun pe games that your kids still long for!

Day 1: Intro To Fitness – Air Squat & Hinge 

Many students arrive to high school needing a full introduction to foundational human movements. Even if they did learn things like the squat, lunge, hinge, press, and pull at the middle school level, chances are that your high school physical education class will greatly benefit from movement review. 

Today, we are beginning our movement and fitness journey by learning two of the most important foundational human movements – the Squat & the Hinge.

• 2 Minutes of light cardio
• Spiderman & Reach – 1 Minute Continuous Movement, Alternating 
• Alt. Samson – 1 Minute Continuous Movement
• Good Mornings 4 x 10 Reps 
• Elbow Plan 4 x :20 Seconds 
• 1:00 Rest After Each Round
• Introduce the 4 points of performance 
• Air Squat 2 x 5 Reps

5 Rounds Of 10 Air Squats + 2:00 Walk/Jog/Run

Day 2: Intro To Nutrition – Calories 

Are you tasked with teaching wellness within your physical education class? If you need a day off from physical activity and in need of lesson ideas, nutrition can be a fantastic addition. 

While nutrition can be a part of k-12 physical education plan, high school is often the first time where students can start to contextualize the science and practical application of nutrition. With written and video lessons, paired with chapter questions students have an interactive way to start exploring their everyday nutrition.

• Written lesson breaking down what our body sees when we eat and how many calories we need 
• Video breaking down energy and chemistry of calories
• Check out the full lesson segment here
• Written lesson discussing signs of not eating enough or eating too much 
• Video introducing and explaining the hunger to fullness scale
• Check out the full lesson segment here 
• 9 chapter questions provided that can be either done individually or incorporated as part of a group discussion

Discover the Power of PLT4M

Curious how more than 10,000 PE teachers are using PLT4M’s Fitness and Wellness Curriculum and digital learning software? 

Day 3: Intro to Fitness – Press & Pull 

Returning back to another fitness lesson plan for high school PE. Now, we hit the upper body and learn how to safely press and pull. We focus on scaling and modifying with all our physical activity, but place a special emphasis on this with things like pressing and pulling. 

In this lesson students will learn how to appropriately scale the level of difficulty the push up and inverted row.

• Shoulder Warm Up – 15 Slow Reps per movement 
• 1:00 Jumping Jacks
• Introduce the 4 points of performance of push up  
• Review movement scaling and elevating the push up 
• Elevated Push Ups 4 x 5
• Introduce the 4 points of performance of the inverted row 
• Inverted Row 5 x 5
• Introduce the butterfly sit up 
• Butterfly sit up 2 x 5
• AMRAP 8: 60 Jumping Jacks, 10 Push Ups, 10 Butterfly Sit ups

Day 4: Intro To Yoga – Standing Poses 

Yoga is one of the most popular exercise options and requires no equipment. But as a physical education teacher you may not feel comfortable teaching yoga. 

Like any type of physical activity, yoga has basic components that can be introduced as an excellent start. In this lesson, students will get a chance to try and practice four of the most popular standing poses in yoga, and then put them into a more traditional flow.

• Begin yoga integration 
• Flow Sun A with performance and refinement cues 
• Flow Sun A using breath to movement
• Chair Pose Intro & Practice 
• Warrior 2 Intro & Practice 
• Extended Side Angle Intro & Practice 
• Reverse Warrior Intro & Practice
• Apply new poses to a full flow 
• Practice 2 times through, 1 slow, 1 faster

Day 5: Dance Fitness 

Many physical education programs have what is called a ‘fun Friday.’ If you arrive on day 5 and want to give the choice of different gym games for high school students, then go for it!

You have had a great week of lessons, and your students can now have some time to explore and play different games like frisbee, badminton, or volleyball that you have throughout the gym. 

If you want to have a little more structure but keep the fun, give dance fitness a try! A trending topic in the world of fitness, dance gives students a fun way to sweat and move.

• Get moving with some light cardio 
• Layer in a few static stretches
• Introduce and and practice the 8 main dance moves for the main cardio effort
• Put the 8 dance moves to work through a fun sequence following along with Coach Alexa
• Let your heart rates come back down and hit some stretches before going on with the rest of your day

Let us do the heavy lifting! Get access to our complete lineup of PE lesson plans for high school students

This was just one week of PE lesson plans to give you a taste! At PLT4M, you can tap into hundreds of high school physical education lesson plans that fit your goals and needs. Tap into fitness, flexibility, yoga, dance, weightlifting, and more all in a centralized and easy to use spot. 

All of PLT4M’s instructors make these resources with high school students in mind and work to keep it fun and engaging. On top of keeping your students excited about PE, keep your administrators happy knowing all of PLT4M’s programs are aligned to Shape America national standards.

How are Plt4m’s high school PE units delivered?

PLT4M is totally flexible and customizable to your classroom, students and teaching style. Use it as much or as selectively as you like to enhance your curriculum. PLT4M is designed to work seamlessly with your classroom technology, whether you have a projector, are one-to-one, or can allow students to use their phones. 

What types of high school physical education activities do you cover?

Our ever-growing library of original content includes a variety of programs intended to spark lifelong physical literacy. Check out the options below: 

• Weight Training 
• Dance Fitness 
• Mindfulness 
• Remote Learning 
• Personal Hygiene
• Drug and Substance Education 
• Physical Literacy
• Social Emotional Learning
• Health Education Lesson Plans 

Do you only provide fitness activities for high school students?

No, we also have PE lesson plans for middle school students that are age appropriate and engaging! There is something for everyone within PLT4M! 

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Easy Homeschool High School P.E. Curriculum (for the not-so-athletic teen)

Let’s be real. Not every teen wants to be an athlete. But every human being has a physical body that requires nurture and care. When it comes to planning our homeschool high school curriculum, we may wonder how to manage physical education credits in an easy, simple way for our not-so-athletic teen. This post provides homeschool P.E. ideas for the teen who is not interested in organized sports . You’ll find free homeschool P.E. curriculum ideas along with a suggestion for deepening the homeschool physical education curriculum.

{This post contains paid links. Please see  disclaimer .}

What is Physical Education (or P.E.)?

Merriam Webster defines physical education as “instruction in the development and care of the body ranging from simple calisthenic exercises to a course of study providing training in hygiene, gymnastics, and the performance and management of athletic games.”

When it comes to planning our homeschool physical education curriculum, this definition reminds us that P.E. is not just one thing. Yes, it can include athletic games and organized sports. But simple calisthenics, and even the academic study of related topics, can be involved in this course of study.

How many hours make up one P.E. credit?

In general, for a high school elective, a ½ credit course assumes 60 hours of work and a 1 credit course assumes 120 hours of work.

However, it’s important to remember that as homeschoolers we can spread these hours out however we wish. We don’t have to complete 60 hours in one semester, for example. We can spread the 60-hour requirement across the full school year and still just assign ½ credit for the course at the end of the year.

For more details about determining homeschool high school credits and transcript details, I highly recommend checking out Ann Karako and Heather Woodie , both of whom have also been previous guests on my Homeschool Conversations podcast.

Homeschool Physical Education Requirements

In my home state, there is no law requiring a P.E. credit to graduate homeschool high school. (In fact, we get to determine our own graduation requirements across the board!)

However, different state laws have different requirements. It’s so vital that you check with your own state laws to see if a high school physical education credit is required. Also, consider the requirements and preferences of the colleges your teen may wish to attend.

Aside from the legal requirements, however, you may decide that some sort of physical education credit is required in your family’s homeschool.

Some of my children enjoy organized sports and other physical activities. I will likely list those activities as extracurricular activities, but I won’t include them on their official homeschool high school transcript.

But for some of my other children, physical activity does not occur as naturally. So, in our family, we’ve decided to require a P.E. credit as part of their homeschool high school curriculum plan.

So I began to wonder: what would be the easiest, simplest, most effective way to craft a homeschool high school physical education course for my not-so-athletic students ?

Homeschool P.E. Ideas for High School

Here are a few ( free !) homeschool P.E. curriculum ideas that are accessible even for the less-than-athletic or uncoordinated/unmotivated high schooler. Remember, our kids don’t have to be great at these things. We just need to do them consistently! We’re laying a foundation for a life-long pursuit of health and physical activity.

You can mix and match to fulfill the course requirements/hours needed to meet your state’s legal requirements and/or your family’s desires.

• Pilates (I really like these free videos on YouTube )/Yoga
• Swing Dancing or other social dance
• Calisthenics using body weight or small hand weights
• CPR/First Aid training (often available at no or low cost through your local emergency responders or community centers)
• Nutrition (many local libraries have a wide range of nutrition/health books; choose what fits your personal preferences)

Bonus? Most of those things can be done from home with little or no supplies needed!

Keep a simple homeschool physical education log (I created a bare-bones Google spreadsheet for my teen) to track activities and the time spent on each of them during the week.

Running for Homeschool P.E.

In our family, we decided to start our physical education study with a focus on running. I love running because all you need is a pair of supportive shoes and an open space. You can do it alone or in community. It is a form of physical activity you can take with you wherever you are or however old you are.

I remember when I was a young homeschooled tween/teen myself, a young mom in the neighborhood across from mine used to stop by my house early in the morning and we would run together. That was when I ran my first 5K.

Now, let’s be clear. I am a terrible athlete. I’m slow. I don’t like when things are painful. I’m just never going to be really great at it. But since that long ago day when Mrs. Frierson started running with me, I’ve completed over ten 5K races and 3 half-marathons.

So I decided to challenge my teen with an upcoming local 10K race. A 10K is 6.2 miles, so long enough to feel like a challenge and an accomplishment, but short enough to be realistic for our activity level. It will take most of the semester to train and prepare for the race, thus working towards our P.E. time goals.

Our goal is to finish the race, not to be fast.

3 times a week, we’re out there running together in the pre-dawn hours, preparing for the upcoming race. My teen isn’t really happy about it, but we’re doing it anyway, and it will be such a wonderful thing to be able to look back on and say, “We finished that together.”

Remember how I said I don’t like when things are painful? I’ve found that a run-walk plan is a great way to stay motivated on a run . I used Jeff Galloway’s training plan back in my half-marathon days, and am using his 10K plan now with my teen.

We use this free app to keep track of our intervals . I keep reminding my teen, “you can do anything for 30 seconds,” but so far they’re still not convinced…

I use this tracker to note distance and steps . It is not connected to Bluetooth or an app, so I love that it’s not sending one more piece of our personal information to the wide world of the internet. It looks like it is not currently available, but I found this other option that looks like it functions similarly.

Take Your Homeschool Physical Education Curriculum to the Next Step: Online Running Training Course

Please note: I received a product for free, and was compensated for my time. All opinions are honest and my own; I was not required to write a positive review. 

To get the most out of your homeschool P.E. course, consider adding some intellectual exercise to the physical requirements! We’re big fans of the self-paced online courses from Mr. D Math already , so I was curious to see what “ Mr. D Math Training Like an Olympic Runner ,” a self-paced online course taught by a professional running coach , had to offer.

Training Like an Olympic Runner: the Coach

Jason Bean recorded the video instruction for this online course, while also bringing in other professionals on occasion. Jason Bean is a level 5 United States of America Track and Field Federation (USATF) certified coach . He has experience both with youth and Olympic-level athletes, and he brings that knowledge and passion to these online video lessons.

Coach Bean is encouraging and knowledgeable. I also like that he encourages proper form and technique, which is so important in preventing injuries. Students learn to warm-up properly, build their intensity gradually, set goals, and accomplish them.

What topics are covered in Mr. D Math Training Like an Olympic Runner?

There are 4 units and 32 lessons in Training Like an Olympic Runner . It is designed to watch the video on Monday and apply the lessons learned the rest of the week.

• Lesson 1: Core Activation
• Lesson 2: Closed/Open Chain Exercises
• Lesson 3: Dynamic Mobility and Coordination
• Lesson 4: Stability/Balance
• Lesson 5: Build-Ups/Transient Movements
• Lesson 6: Regeneration
• Lesson 7: Specificity
• Lesson 8: Recap and Research Warm-Ups
• Lesson 1: What is Maximum Velocity?
• Lesson 2: Accelerated Thigh Drill
• Lesson 3: Step Over Run Drill
• Lesson 4: Negative Foot Speed Drill
• Lesson 5: Fast Leg Drill
• Lesson 6: Pure Acceleration
• Lesson 7: Transition
• Lesson 8: Start
• Lesson 1: What is Velocity Based Training?
• Lesson 2: Standing Long Jump
• Lesson 3: Between the Legs Forward Throw
• Lesson 4: Overhead Backwards Throw
• Lesson 5: Side Hip Toss
• Lesson 6: Step Lunge Throw
• Lesson 7: Bounding
• Lesson 8: Single Leg Bound
• Lesson 1: Explanation of Training
• Lesson 2: Understanding Stimulus
• Lesson 3: Adaption and Acclamation
• Lesson 4: Periodization
• Lesson 5: Aerobic Energy System
• Lesson 6: Neuromuscular Energy System
• Lesson 7: Rest and Recovery
• Lesson 8: Performance Pieces & Parameters for Pacing

Almost every lesson includes a multiple-choice quiz that is self-grading . The quizzes are designed to build on one another, so that the student is constantly reviewing material from previous lessons.

Is Mr. D Math Training Like an Olympic Runner for your homeschool high schooler?

If you want to include knowledge of the way our bodies work and move, this course provides some excellent insight. I like the idea that students learn how their bodies work while also improving their functional ability. Training Like an Olympic Runner is designed to increase physical activity as well as to provide insight into running technique and training theory .

Just don’t let your students be intimidated by the title of the course! It’s not about reaching Olympic runner levels. It’s about being smart in our training and applying the techniques used by top-level athletes to maximize the work we put into our physical education endeavors.

For the motivated student , I think Coach Bean’s enthusiasm and dedication would provide a helpful jumpstart, especially if they aren’t already naturally athletic. They may even find themselves surprised by discovering a new area of interest!

For the less-motivated student , the parent is going to need to be much more on top of things. The physical training exercises are demonstrated and assigned in the video lessons, so unless the parent has followed along (or otherwise checks to make sure the student took good notes), it might be easy for a student to slide by without actually doing the physical activity/application portion of the course!

As a reading-oriented learner myself, I find video-only lessons a bit disorienting, so know what works for your own student! But if your student processes information well in audio/visual form, this would be a great fit.

And here’s the bonus for your not-so-athletic teen: this course will count towards their total physical education credit hours, potentially reducing the number of minutes they have to, you know, actually sweat. Lol

Consider adding Training Like an Olympic Runner from Mr. D Math to your homeschool P.E. plans if you’re looking for a more in-depth self-paced physical education curriculum, especially for your auditory/visual learners !

Physical Education for Homeschooled Teens

I hope this post has helped you see that getting a homeschool P.E. credit does not have to be that hard or complicated.

Pick something simple that your teen can do without too much additional hassle.

Sweat alongside them, when possible, and show them you’re on their team (even when they don’t yet appreciate it).

Consider deepening their understanding of the physiological science, athletic technique, and training procedures undergirding the most fundamental of exercises: running! Don’t hesitate to invest in knowledgeable outside coaches/teachers as you’re able .

You really can find easy, simple ways to get your physical education credits at home!

For more homeschool high school resources, click here .

✔4 Questions to Ask Before Planning

✔7 Steps to an Easy Homeschool Plan

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High Quality Physical Education

Appropriate actions must be taken in four main areas to ensure a high quality physical education program:

• Curriculum.
• Policies and environment.
• Instruction.
• Student assessment.

Policy and environmental actions that support high quality physical education require the following:

• Adequate instructional time (at least 150 minutes per week for elementary school students and 225 minutes per week for middle and high school students).
• All classes be taught by qualified physical education specialists.
• Reasonable class sizes.
• Proper equipment and facilities.

Instructional strategies that support high quality physical education emphasize the following:

• The need for inclusion of all students.
• Adaptations for students with disabilities.
• Opportunities to be physically active most of class time.
• Well-designed lessons.
• Out-of-school assignments to support learning.
• Not using physical activity as punishment.

Regular student assessment within a high quality physical education program features the following:

• The appropriate use of physical activity and fitness assessment tools.
• Ongoing opportunities for students to conduct self-assessments and practice self-monitoring of physical activity.
• Communication with students and parents about assessment results.
• Clarity concerning the elements used for determining a grading or student proficiency system.

A curriculum is a sequential system for delivering learning experiences to students. A physical education curriculum is the framework that provides guidance for teaching skills and providing physical activity instruction.

A high quality physical education curriculum will be based on the national standards in the document Moving Into the Future: National Standards for Physical Education ,1 which describes what a physically educated student should know and be able to do. It emphasizes meaningful content, which includes the following:

• Instruction in a variety of motor skills designed to enhance child and adolescent development.
• Fitness education and assessment that allows for understanding and improvement of physical well-being.
• Development of cognitive concepts related to motor skills and fitness.
• Opportunities to improve social and cooperative skills.
• Opportunities to increase the value placed on physical activity for health, enjoyment, self expression, and confidence.

Appropriate sequencing of learning activities is critical to developing a high quality physical education curriculum. Appropriate sequencing involves the following:

• Ensuring that motor skills, physical activity, and fitness assessments are age and developmentally appropriate.
• Methods of teaching motor and movement skills that ensure that basic skills lead to more advanced skills.
• Plans to appropriately monitor, reinforce, and prepare for student learning.

The effectiveness of school physical education is enhanced when it is implemented as an integral part of Whole School, Whole Community, Whole Child (WSCC) and when physical education outcomes are reinforced by other components of a school health program.

• National Association of Sport and Physical Education. Moving into the Future: National Standards for Physical Education . 2nd ed. Reston, VA: National Association for Sport and Physical Education; 2004.

Healthy Youth

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What's the Standard High School Curriculum You Should Take?

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Are you wondering what a typical high school curriculum looks like? Do you want to know what classes you'll be taking as a high school student?

Read this guide to learn about the standard high school curriculum, high school graduation requirements, and what classes colleges expect you to have taken.

How to Find Your School's Curriculum

This is a general guide to high school curricula. It was created by researching national education standards, as well as the curricula of high schools across the country. While the information below applies to many students , not all high schools teach the same courses, follow the same course sequence, or have the same curriculum requirements. Use this information as a guideline to research your own high school's curriculum more in-depth.

To find your own school's curriculum, talk to your academic adviser . You can also look on your school's website, searching for "graduation requirements", "course sequence" or something similar. Your high school's course catalog will also usually contain this information.

Which Subjects Should You Take More Rigorous Courses In?

In addition to explaining typical graduation requirements, each core subject in this guide includes ways to exceed basic requirements and strengthen your transcript . However, trying to go the extra mile in every subject can be exhausting and lead to you getting burned out. Because colleges appreciate depth more than breadth, concentrate on putting extra effort in the area(s) you plan to continue studying in college.

For example, if you plan on majoring in a STEM (science, technology, engineering, math) field, try to follow our guidelines for exceeding expectations in your math and science classes, and worry less about taking advanced courses in English and history (although still work to get solid grades in those courses). Similarly, if you plan on majoring in something like journalism, concentrate most of your effort on taking advanced English classes and additional English electives.

Also, if you are looking at attending a highly competitive college , know that most expect applicants to have taken honors or advanced classes if their school offers them, and most also require or highly recommend completing four years in each core subject (math, science, English, and social studies).

Standard High School Curriculum

Below is information on the typical classes a high school student will be expected to take, organized by subject. Each subject includes classes that are required to graduate high school, classes colleges expect students to have taken, and suggestions for ways to impress by going beyond these expectations.

Requirements:

• Four years of English are required to graduate high school.
• Freshman and Sophomore years: Classes during these years will be primarily focused on developing writing and critical reading skills.
• Junior year: This year will focus on American literature, as well as continued development of writing skills.
• Possible electives include British literature, creative writing, and world literature.
• Colleges will expect all high school graduates to have completed four years of English.

To Exceed Expectations:

• There are two AP English classes: English Language and Composition (usually taken junior year), and English Literature and Composition (usually taken senior year).
• There are three IB literature classes: Language A: Literature, Language A: Language and Literature, and Literature and Performance.
• Also consider taking additional English electives in areas that you're interested in, such as literature or writing.

• At least three years of math, including algebra and geometry, is required to graduate high school.
• Algebra 2/Trigonometry
• Pre-Calculus
• (Not all students start with Algebra 1, and not all students complete all the above courses or follow the above order exactly)
• Most colleges require three-four years of math for non-STEM majors, including algebra 1 and 2 and geometry.
• For STEM majors, most colleges require four years of math, sometimes including pre-calculus and calculus.
• Take four years of math.
• Take math at the highest level offered by your school, such as at an honors or AP level.
• There are three AP Math classes: Calculus AB, Calculus BC, and Statistics.
• There are four IB Math classes that cover roughly the same material but vary in difficulty and speed.
• Take pre-calculus and calculus, if possible.
• Take additional math-related electives such as statistics and computer math.

Requirements

• Two to three years of science, including biology and chemistry, is required to graduate high school.
• Freshman year: Biology
• Sophomore year: Chemistry
• Junior year: Physics or Earth Science
• Students who are more confident in their math and science skills typically take physics, while those who are not take earth science instead.
• Senior year: optional electives
• Potential electives include astronomy, environmental science, and human biology.
• Most colleges require two-three years of science for non-STEM majors.
• For STEM majors, most colleges require four years of science, including physics.
• Take four years of science.
• Take honors or accelerated classes your first three years.
• Take physics instead of earth science your junior year.
• AP science classes include: Biology, Chemistry, Physics (1,2, and C versions), and Environmental Science
• There are seven IB science classes: Biology, Chemistry, Physics, Computer Science, Design Technology, Environmental Systems and Societies, Sports, Education and Health Science
• You can also take more career-focused classes if your school offers them, such as job shadowing at a hospital.

Social Studies

• Three years of social studies, including US history, is often required to graduate high school.
• This can be a human geography course or another introductory social studies class.
• Sophomore year: World history
• Junior year: US History
• Possible electives include psychology, US government, and anthropology.
• Most colleges require completing at least two years of social studies, often including US history and World or European history classes.
• For students planning on majoring in a related field, such as political science or history, most colleges require they have completed four years of social studies.
• Take four years of social studies.
• AP options during these three years include Human Geography, World History, European History, and US History
• AP electives include Macroeconomics, Microeconomics, Psychology, US Government and Politics, and Comparative Government and Politics.
• IB classes for social studies are offered under the group entitled "Individuals and Societies".
• Ten classes are offered on varying subjects.

Foreign Language

• Foreign language requirements can vary greatly by school.
• Most high schools require students to complete one-two years of foreign language.
• Most colleges require one-two years of a foreign language, and highly competitive schools may require or recommend up to four years.
• Most high schools and colleges require that these credits all come from the same foreign language. For example, if your high school requires two years of foreign language, taking Spanish 1 and Spanish 2 will meet that requirement, but taking Spanish 1 and then switching to Italian 1 often won't.
• Take one foreign language all four years of high school, including AP level if possible.
• You may also want to consider taking a second foreign language.

Other Classes

These are classes that are not part of the core curriculum, but may still be a part of graduation requirements.

• Most high schools require students to complete a certain number of credits in order to graduate. Core requirements (such as those listed above) usually do not fill all these credits, so extra space in your schedule can be used to take electives.
• Electives can be regular, honors, or AP level.
• They can relate to a core subject, such as statistics, creative writing, and zoology, or not, such as choir, drawing, and woodworking.
• Many high schools require students to complete one-four years of physical education. This may be waived if you participate in a school sport.

How to Use This Information

Now that you know what the typical high school curriculum looks like, you can use this information to make more informed decisions about your own high school classes. Some actions to take include:

• Think about your course sequence early, ideally starting freshman year if possible.
• Reflect on your course choices each quarter or semester. Are you on track to graduate on time? Are you taking the classes you need to get into the colleges you want and the major you want? Talk to your academic adviser if you're not sure.
• Think about the subject areas where you want to exceed expectations and choose your classes accordingly. However, don't be afraid to drop to a lower level if you're having a lot of trouble with a particular class.

What's Next?

Wondering if you're taking enough challenging classes? Check out our guide to learn what a rigorous high school course load looks like .

Do you know what colleges look for on your transcript? Learn what a high school transcript is and why it's so important to colleges.

Want to get more detailed information about the classes you should take? Check out our guides to choosing classes for English , Math , Science , History , and Foreign Languages !

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Case study of a health optimizing physical education-based comprehensive school physical activity program

Affiliations.

• 1 University of Idaho 875 Perimeter Drive, Moscow, Idaho, 83844, United States. Electronic address: [email protected].
• 2 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• 3 Methodist University 540 Ramsey Street, Fayetteville, NC, 28311, United States. Electronic address: [email protected].
• 4 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• 5 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• 6 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• 7 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• PMID: 30326329
• DOI: 10.1016/j.evalprogplan.2018.10.006

In this article, we report a qualitative case study, in which we examined enablers and barriers related to the development, implementation, and sustainability of a comprehensive school physical activity program (CSPAP) aligned with the Health Optimizing Physical Education (HOPE) curriculum model at a middle school. Literature on program-diffusion and school-university partnerships guided data collection and analysis. Data sources included semi-structured interviews with the program implementation team (n = 9) and the school's health and physical education teachers (n = 7); a focus group interview with students; documents (e.g., lesson plans), and observations. Constant comparison techniques were used to code and draw out themes from the data. Findings revealed the extensive effort needed for program implementation and highlighted the importance of strong external support mechanisms, conducting needs assessments, and training teachers to market physical activity programming. Partnerships may provide critical support for schools in their efforts to generate and sustain CSPAPs.

Keywords: Evaluation; Physical activity; Physical education; Whole-of-school approach.

Copyright © 2018 Elsevier Ltd. All rights reserved.

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As a research-based, public health organization, SPARK is committed to the holistic development of all students. The Common Core State Standards provide an important framework that highlights the educational value and depth of SPARK programs and educational materials.

The following documents provides an overview of how the SPARK Physical Education (PE) programs Grades K-12 align with Common Core State Standards in English Language Arts and Literacy in Health and PE.

Alignment Documents:

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Whangārei Girls’ High School Northland

Health & physical education teacher

Full time, Fixed term, Start Date: 28/01/2025, End Date: 27/01/2026 (Due to increased growth in this area)

Secondary (Years 7–15) / wharekura, Certificated teacher Health and physical education

We are looking for a health and physical education teacher for junior and senior classes. Please state senior subject strengths. This is an opportunity to join our well resourced supportive physical education department. Culturally responsive pedagogy is essential and the successful applicant will have a passion for this subject area, and enjoy working in a collaborative environment.

How to apply

Please send your CV, and direct enquiries to:

Tania Hopkins, Principal's PA [email protected] (09) 430 4411

Vacancy reference #: 1HAiqX

Whangārei Girls’ High School NZ

School details

Whangārei girls’ high school.

Type: Secondary (Year 9-15) Authority: State Gender: Female Decile: 0 Roll: 1533 Medium: Some students in Māori Medium --> Website: http://www.wghs.school.nz

School number: 16 ERO school report View more on Education Counts

Physical address: 1 Lupton Avenue, Regent, Whangarei

Postal Address: PO Box 5056, Whangarei, 0140

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