Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 9 - Grades 9-12 Cluster Level › Section LIII-901 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. 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. 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).
B. Standards provide criteria for students
				  and other stake holders that represent what students should know and be able to
				  do. Therefore, with careful planning and proper assessment the following
				  standards will show what students have achieved by graduation from high
				  school.
C. Physical education
				  classes support students in developing the necessary skills to achieve each
				  standard and outcome at a proficient level. Dodgeball and drills that may lead
				  to aggressive behaviors shall be closely supervised and shall emphasize overall
				  physical fitness while supporting the emotional and physical safety of the
				  students.
D. Reading the Standards.
				  There are 5 standards listed for high school physical education (grades 9-12).
				  High school requirements for Louisiana students include 1.5 units of physical
				  education, meaning two full compulsory semesters. In the standards below, level
				  1 represents the first year or unit of required physical education and level 2
				  represents the standards that should be completed in the second year or unit of
				  physical education. Within each standard is a series of components that
				  represent the subareas that fall within each of the given standards. Lastly,
				  there is at least one outcome that represents each of the components. When all
				  outcomes are completed through practice and assessment, one can infer a
				  standard has been met. Here is how to interpret each coded outcome:
1. example: [1.HS1-3] Demonstrate competency
				  in movement skills in at least one physical activity (yoga, jogging/running,
				  weight training, etc.) that helps improve health-related fitness:
a. 1 = the first number listed provides what
				  standard is being identified; in this case, standard one. (This could be 1-5,
				  depending on the standard);
b. HS1
				  = the number listed provides the level or semester of required physical
				  education targeted. In this case, high school level 1 is represented, as is the
				  first required semester of physical education standards and outcomes. Other
				  possible codes could be HS2, meaning the outcomes represented at the component
				  level for each standard in the level 2 category;
c. following the dash (-), all things on the
				  right side identify the component and grade-level expectation;
d. 3 = the number listed provides the
				  component being targeted within the standard; in this case, component 3 of
				  standard one is being targeted. (Number depends on how many components are
				  presented in the particular standard);
e. If another number is listed on the right
				  side of the dash (-) following the component (e.g. 3.2), that indicates more
				  than one grade level expectation (GLE) for that specific component;
NOTE: Lesson plans, unit plans, and assessments that
					 identify the standard being addressed will often cover and/or include more than
					 one component outcome, and possibly more than one standard.