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Physical Education

Core Instruction Information

We follow the Utah State Core of instruction Standards for the sciences taught in Washington County School District. 

Elementary Core (K-6 Grades)

Links to the current standards can be found here

All elementary PE classes are based on the same five strands, however, each strand is broken down into standards that are appropriate for each grade level. Please see the link above for the complete list of standards for each grade.


Strand 1: Students will achieve a level of competency in motor skills and movement patterns.

Strand 2: Students will apply knowledge to attain efficient movement and performance.

Strand 3: Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.

Strand 4: Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

Strand 5: Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.

Secondary Core (7-12 Grades)

Links to the current standards can be found here.

The Physical Education Core for secondary students is a culmination of years spent developing interest and skill in a variety of physical activities. The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. Research tells us that students who are physically active for 60 minutes a day have higher self-confidence and more active synapses in the brain, experience a decrease in chronic illnesses, and are less likely to be absent from school. Such students are ready for career and college success. Time given to physical activity in school must not only be incorporated, but of the highest quality. The Physical Education Core utilizes appropriate instructional practices to develop competence and confidence in a variety of lifetime activity and movement forms, including sports, dance, outdoor recreation, and physical fitness activities. The emphasis is on providing success and enjoyment for all students. Knowledge of the relationship between proper nutrition and a consistent fitness regimen is the common thread running through the core. Students develop life skills through cooperative and competitive activity participation, and learn the value of a physically active life.

Each PE class is based on the same five strands, which are broken down into standards that are aligned to the type of PE class being taken.  See the standards linked above for a complete list of standards.


  • Strand 1: Students will achieve a level of competency in motor skills and movement patterns.

    Students in grade seven develop a solid foundation in skills and competencies. They are still mastering basic manipulative skills, and are ready to engage in lead-up games and drills that provide a progression toward participation in regulation or advanced play. Students will apply skills in modified games, and may be introduced to regulation rules and game play. Instruction includes an introduction to training principles and activities that can enhance health-related fitness as students pursue personal fitness goals.

    Strand 2: Students will apply knowledge to attain efficient movement and performance.

    Students will use tactics utilizing space, pathways, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. Students will utilize defensive and offensive strategies to gain advantage in a game setting.

    Strand 3: Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.

    Students will identify the components of designing, monitoring, and evaluating physical fitness. They will recognize and apply fitness concepts of personal activities to maintain a lifetime of fitness.

    Strand 4: Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

    Students exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review outdoor pursuits and understand how setting is an important factor in ensuring a safe and enjoyable experience.

    Strand 5: Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.

    Students understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.

  • Strand 1: Students will achieve a level of competency in motor skills and movement patterns.

    Students in grade eight will continue to participate in a variety of instructional physical activities. Experiences increase complexity in content, concept and skill development for a broad spectrum of activities. Students continue to practice skills in modified games, but increasingly participate in activities that are regulation games with more complex playing environments. This class incorporates more in-depth instruction training principles that can enhance health-related fitness as students progress in achieving personal fitness goals.

    Strand 2: Students will apply knowledge to attain efficient movement and performance.

    Students will use tactics utilizing space, pathways, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. Students will utilize defensive and offensive strategies to gain advantage in a game setting.

    Strand 3: Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.

    Students will identify the components of designing, monitoring, and evaluating physical fitness, understanding the importance of attention to minimal fitness needs and implementing essential components to maintaining a lifetime of fitness.

    Strand 4: Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

    Students exhibit personal responsibility in a group setting by working well with others, accepting feedback, understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review outdoor pursuits and understand how setting is an important factor to ensure a safe and enjoyable experience.

    Strand 5: Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.

    Students understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.

  • By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal fitness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fill a need for self-expression, challenge, social interaction and enjoyment.

  • By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal fitness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fill a need for self-expression, challenge, social interaction and enjoyment.

  • By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal fitness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fill a need for self-expression, challenge, social interaction and enjoyment.

  • Supplemental Standards

    The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. For graduation, students must complete courses in each of the following physical education courses: Participation Skills and Techniques, Fitness for Life, and Individual Lifetime Activities. Dance courses may be used to fulfill the graduation requirement for Individual Lifetime Activities when the course meets the Core Standards. These supplemental standards outline how a dance course fulfills the graduation requirement using the strands from the Utah Core Standards for Physical Education.

  • Supplemental Standards 

    The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. For graduation, students must complete courses in each of the following physical education courses: Participation Skills and Techniques, Fitness for Life, and Individual Lifetime Activities. Recreation courses may be used to fulfill the graduation requirement for Individual Lifetime Activities when the course meets the Core Standards. These supplemental standards outline how a recreation course fulfills the graduation requirement using the strands from the Utah Core Standards for Physical Education. Outdoor recreation or outdoor activity refers to recreation engaged in out of doors, most commonly in natural settings. Outdoor recreation includes activities that are designed for all levels of ability and should be facilitated to provide accommodations and adaptations as necessary. When the activity involves exceptional excitement, physical challenge, or risk, it is sometimes referred to as “adventure recreation” or “adventure training”, rather than an extreme sport. By participating in these activities, students learn not only lifelong leisure activities, but also about safety, risk, decision making, problem solving, leadership, and communication skills while participating in physically demanding activities.

  • Supplemental Standards

    The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. For graduation, students must complete courses in each of the following physical education courses: Participation Skills and Techniques, Fitness for Life, and Individual Lifetime Activities. Strength and conditioning courses may be used to fulfill the graduation requirement for Individual Lifetime Activities when the course meets the Core Standards. These supplemental standards outline how a strength and conditioning course fulfills the graduation requirements using the strands from the Utah Core Standards for Physical Education.

  • Supplemental Standards

    The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. For graduation, students must complete courses in each of the following physical education courses: Participation Skills and Techniques, Fitness for Life, and Individual Lifetime Activities. Yoga courses may be used to fulfill the graduation requirement for Individual Lifetime Activities when the course meets the Core Standards. These supplemental standards outline how a yoga course fulfills the graduation requirement using the strands from the Utah Core Standards for Physical Education.

PE Graduation Requirements

Please contact your school for their current offerings.  Please note that while we try to keep this list updated, the state may change these requirements.

  • Physical Education Health (2 Credits):
    • 0.5 Credit (Health)
    • 0.5 Credit (Participation Skills)
    • 0.5 Credit (Fitness for Life)
    • 0.5 Credit (Individualized Lifetime Activities)
    • Optional: 1.0 Credit Maximum (Team Sport/Athletic Participation)
      • Can be used in place of Participation Skills or Individualized Lifetime Activities only.
      • UHSAA Athletic Participation Guideline: If a student participates in a complete season of a UHSAA sanctioned sport and the LEA determines the sport aligns with the course standards, the LEA may award the student 0.5 units of PE credit. If the student completes an additional season with a different sport and the LEA determines the sport aligns with course standards, the LEA may award the student another 0.5 units of PE credit. UHSAA athletic participation may be awarded for Participation Skills and Techniques and/or Individual Lifetime Activities. Athletic participation credit does not apply to Fitness for Life credit.

Coral Cliffs Professional Development Center

2060 N. 2100 W.
St. George, Utah 84770
T: 435-634-7025

Director of Assessment, Research, and Learning

Brad Ferguson, Ph.D.
T: 435-634-7025 x 4200

Administrative Assistant
 

Amy Schafer
gro.21khsaw@refahs.yma
T: 435-634-7025 x 4201

Administrative Assistant

Barbara Andersen
T: 435-634-7025 x 4202

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