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

Universal Citation: LA Admin Code LIII-901

Current through Register Vol. 50, No. 9, September 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.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.

Disclaimer: These regulations may not be the most recent version. Louisiana may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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