HOPE-Physical Education (Core) (#3026010) 

This document was generated on CPALMS - www.cpalms.org
You are not viewing the current course, please click the current year’s tab.

Course Standards

Name Description
PE.912.C.2.6: Compare and contrast the health-related benefits of various physical activities.
PE.912.C.2.7: Evaluate the effectiveness of specific warm-up and cool-down activities.
PE.912.C.2.8: Differentiate between the three different types of heat illnesses associated with fluid loss.
The three types of heat illnesses are heat cramps, heat exhaustion and heat stroke.
PE.912.C.2.9: Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.
Some examples of precautions are hydration and appropriate attire.
PE.912.C.2.10: Analyze long-term benefits of regularly participating in physical activity.
PE.912.C.2.11: Explain how each of the health-related components of fitness are improved through the application of training principles.
The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
PE.912.C.2.12: Compare and contrast aerobic versus anaerobic activities.
PE.912.C.2.13: Document food intake, calories consumed and energy expended through physical activity and analyze the results.
PE.912.C.2.14: Compare and contrast the skill-related components of fitness used in various physical activities.
The skill-related components of fitness are speed, coordination, balance, power, agility and reaction time.
PE.912.C.2.15: Calculate individual target heart-rate zone and analyze how to adjust intensity level to stay within the desired range.
PE.912.C.2.16: Explain the methods of monitoring levels of intensity during aerobic activity.
Some examples are a talk test, rate of perceived exertion and checking one's heart rate/pulse.
PE.912.C.2.17: Assess physiological effects of exercise during and after physical activity.
Some examples are breathing, resting heart rate and blood pressure.
PE.912.C.2.18: Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs.
Some examples are weight-loss pills, food labels and exercise equipment.
PE.912.C.2.22: Explain the skill-related components of fitness and how they enhance performance levels.
The skill-related components of fitness are speed, coordination, balance, power, agility and reaction time.
PE.912.C.2.23: Apply appropriate technology and analyze data to evaluate, monitor and/or improve performance.
PE.912.C.2.25: Analyze and evaluate the risks, safety procedures, rules and equipment associated with specific course activities.
PE.912.C.2.27: Compare and contrast how movement skills from one physical activity can be transferred and used in other physical activities.
Some examples are volleyball and tennis serve, surfing and skate boarding.
PE.912.L.3.1: Participate in a variety of physical activities to meet the recommended number of minutes of moderate to vigorous physical activity beyond physical education on five or more days of the week.
PE.912.L.3.2: Participate in a variety of activities that promote the health-related components of fitness.
The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
PE.912.L.3.3: Identify a variety of activities that promote effective stress management.
PE.912.L.3.4: Identify the in-school opportunities for participation in a variety of physical activities.
PE.912.L.3.5: Identify the community opportunities for participation in a variety of physical activities.
PE.912.L.3.6: Identify risks and safety factors that may affect physical activity throughout life.
PE.912.L.4.1: Design a personal fitness program.
Some examples of things to consider when designing a personal fitness program are timelines and current fitness level.
PE.912.L.4.2: Identify ways to self-assess and modify a personal fitness program.
PE.912.L.4.3: Identify strategies for setting goals when developing a personal fitness program.
PE.912.L.4.4: Use available technology to assess, design and evaluate a personal fitness program.
PE.912.L.4.5: Apply the principles of training to personal fitness goals.
Some examples of training principles are overload, specificity and progression.
PE.912.L.4.6: Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.912.L.4.7: Evaluate how to make changes in an individual wellness plan as lifestyle changes occur.
PE.912.M.1.12: Select and perform complex movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.
An example is performing plyometrics.
PE.912.M.1.13: Perform a student-designed cardiorespiratory enhancing workout.
PE.912.M.1.14: Utilize technology to assess, enhance and maintain health and skill-related fitness levels.
Some examples of technology are Excel spreadsheets or web based programs to chart or log activities, heart rate monitors, videotapes or digital cameras.
PE.912.M.1.15: Select and apply sport/activity specific warm-up and cool-down techniques.
PE.912.M.1.16: Apply the principles of training and conditioning to accommodate individual needs and strengths.
Some examples of training principles are overload, specificity and progression.
PE.912.M.1.17: Demonstrate basic cardiopulmonary resuscitation (CPR) procedures.
PE.912.M.1.19: Use correct body alignment, strength, flexibility and coordination in the performance of technical movements.
PE.912.M.1.33: Practice complex motor activities in order to improve performance.
PE.912.M.1.34: Demonstrate use of the mechanical principles as they apply to specific course activities.
Some examples are balance, force and leverage.
PE.912.M.1.35: Select proper equipment and apply all appropriate safety procedures necessary for participation.
PE.912.R.5.2: Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.
PE.912.R.5.3: Demonstrate sportsmanship during game situations.
Some examples are controlling emotions, resolving conflicts, respecting opponents and officials, and accepting both victory and defeat.
PE.912.R.5.4: Maintain appropriate personal, social and ethical behavior while participating in a variety of physical activities.
Some examples are respecting teammates, opponents and officials, and accepting both victory and defeat.
PE.912.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.912.R.6.1: Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.912.R.6.2: Analyze physical activities from which benefits can be derived.
Some examples of potential benefits are physical, mental, emotional and social.
PE.912.R.6.3: Analyze the roles of games, sports and/or physical activities in other cultures.
HE.912.B.4.2: Assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.
Validate other’s opinions, use direct statement, use active statement, and offer alternatives.
HE.912.B.4.3: Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
Effective verbal and nonverbal communication, compromise, and conflict-resolution.
HE.912.B.4.4: Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.
Verbal and written communication, active listening, and how to seek help for a friend.
HE.912.B.5.1: Determine the value of applying a thoughtful decision-making process in health-related situations.
Defining healthy boundaries and relationships, sexual activity, alcohol consumption, organ-donor decisions, child care, protection against infectious agents, wellness promotion, and first-aid-treatment options.
HE.912.B.5.2: Generate alternatives to health-related issues or problems.
Health benefits of menu options, refusal-skill options, pre- and post-natal care, natural and man-made conditions, and current trends in disease prevention.
HE.912.B.5.3: Appraise the potential short-term and long-term outcomes of each alternative on self and others.
Nutrition plan based on personal needs and preferences, impact of chronic health condition on individual and family, weapons on campus, and use of stress management and coping skills.
HE.912.B.5.4: Assess whether individual or collaborative decision making is needed to make a healthy decision.
Planning a post-high school career/education, purchasing the family's groceries for the week, planning the weekly menu, planning appropriate activities for siblings, community planning, Internet safety, and purchasing insurance.
HE.912.B.6.1: Evaluate personal health practices and overall health status to include all dimensions of health.
Personal strengths, physical fitness, peer relationships, environmental health, personal hygiene, non-communicable illness or disease, injury prevention, and first-aid responder's safety practices.
HE.912.B.6.2: Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks.
Weight management, comprehensive physical fitness, stress management, dating relationships, risky behaviors, and a wellness-program plan.
HE.912.B.6.3: Implement strategies and monitor progress in achieving a personal health goal.
Stress management, time out, using of a squeeze ball when frustrated, talking with a friend or professional, pacing yourself, setting realistic expectations, using rewards, getting support, and wellness promotion.
HE.912.B.6.4: Formulate an effective long-term personal health plan.
Stress reduction, weight management, healthier eating habits, improved physical fitness, and individual responsibilities for protecting health.
HE.912.C.1.1: Predict how healthy behaviors can affect health status.
Making positive choices/avoiding risky behaviors: healthy food, substance abuse, and healthy relationship skills; regular medical and dental screenings; regular physical activity, and workplace safety.
HE.912.C.1.2: Interpret the significance of interrelationships in mental/emotional, physical, and social health.
Substance abuse, eating disorders, sexual behaviors, healthy/unhealthy relationships, self-esteem, stress/anger management, and regular exercise.
HE.912.C.1.4: Propose strategies to reduce or prevent injuries and health problems.
Mandatory passenger-restraint/helmet laws, refusal skills, mandatory immunizations, healthy relationship skills, and improved inspection of food sources.
HE.912.C.1.5: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.
Health prevention, detection, and treatment of: breast and testicular cancer, suicide, obesity, and industrial-related chronic disease.
HE.912.C.1.7: Analyze how heredity and family history can impact personal health.
Drug use, family obesity, heart disease, mental health, and non-communicable illness or disease.
HE.912.C.1.8: Assess the degree of susceptibility to injury, illness, or death if engaging in unhealthy/risky behaviors.
Risks associated with alcohol abuse, including poison, date rape, and death; cancer and chronic lung disease related to tobacco use; overdose from drug use; child abuse or neglect; and dating violence.
HE.912.C.2.1: Analyze how the family influences the health of individuals.
Nutritional management of meals, composition of and relationships within families, and health-insurance status.
HE.912.C.2.2: Compare how peers influence healthy and unhealthy behaviors.
Binge drinking and social groups, sexual coercion [pressure, force, or manipulation] by a dating partner, students' recommendations for school vending machines, healthy lifestyle, review trends in current and emerging diseases, and use of helmets and seatbelts.
HE.912.C.2.3: Assess how the school and community can affect personal health practice and behaviors.
Healthier foods, required health education, health screenings, and enforcement of “no tolerance” policies related to all forms of violence, and AED availability and training.
HE.912.C.2.4: Evaluate how public health policies and government regulations can influence health promotion and disease prevention.
Seat-belt enforcement, underage alcohol sales, reporting communicable diseases, child care, and AED availability.
HE.912.C.2.5: Evaluate the effect of media on personal and family health.
Compares brand-name/store-brand items in home, analyzes television viewing habits, identifies effective PSAs, consumer skills, advertisements of health-related community resources, participation in risky behaviors, and deconstructs media to identify promotion of unhealthy stereotypes, and normalization of violence.
HE.912.C.2.6: Evaluate the impact of technology on personal, family, and community health.
Automated external defibrillator in the community, pedestrian crosswalks with audible directions, type of information requested from local 211/hotlines or websites, consumer websites, Internet safety, and disease prevention and control.
HE.912.C.2.7: Analyze how culture supports and challenges health beliefs, practices, and behaviors.
Various cultures' dietary patterns, rites of passage, courtship practices, family roles, personal relationships, ethics, and parenting.
HE.912.C.2.8: Analyze how the perceptions of norms influence healthy and unhealthy behaviors.
Driving over the speed limit, teen parenting, binge drinking, relationships, parenting, health information, environmental practices, and media messages.
HE.912.C.2.9: Evaluate the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.
Social conformity, self-discipline, and impulse vs. delayed gratification.
HE.912.P.7.1: Analyze the role of individual responsibility in enhancing health.
Food choices, media messages, future impact of lifestyle choices, individual responsibility for health protection, and stress management.
HE.912.P.7.2: Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks.
Lifestyle choices: drug use/abuse, healthy diet, controlling modes of transmission of infectious agents, riding with impaired drivers, seeking mental-health services when needed, sexual behavior, and engaging in healthy relationships.
HE.912.P.8.1: Demonstrate how to influence and support others in making positive health choices.
Avoidance of underage drinking, prevention of driving under the influence, suicide prevention, promotion of healthy dating/personal relationships, responsible parenting, disease prevention, and promotion of first-aid training.
HE.912.P.8.3: Work cooperatively as an advocate for improving personal, family, and community health.
Support local availability of healthy food options; environmentally friendly shopping; victim, drug or teen court advocacy; advocate for peer-led abuse-prevention education programs, community resource information; and home/school safety.
LAFS.910.L.3.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LAFS.910.W.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
MAFS.912.S-ID.1.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.

General Course Information and Notes


The purpose of this course is to develop and enhance healthy behaviors that influence lifestyle choices and student health and fitness. Students will realize the full benefit of this course when it is taught with an integrated approach.

In addition to the physical education content represented in the benchmarks below, specific health education topics within this course include, but are not limited to:

Mental/Social Health
Physical Activity
Components of Physical Fitness
Nutrition and Wellness Planning
Diseases and Disorders
Health Advocacy
First Aid/CPR
Alcohol, Tobacco, and Drug Prevention
Human Sexuality including Abstinence and HIV
Internet Safety


English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

General Information

Course Number: 3026010 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Physical Education > SubSubject: Combined Courses >
Abbreviated Title: HOPE
Number of Credits: One (1) credit
Course Attributes:
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Physical Education

Educator Certifications

Health Education (Secondary Grades 7-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Family and Consumer Science (Grades 6-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Health Education (Secondary Grades 7-12) Plus Physical Education (Grades 6-12)
Family and Consumer Science (Grades 6-12) Plus Physical Education (Grades 6-12)
Health (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Health (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)

There are more than 189 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://cpalms.org/PreviewCourse/Preview/13473