Personal Fitness (#1501300) 

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Course Standards

Name Description
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.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.3.6: 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.1.5: Apply strategies for self improvement based on individual strengths and needs.
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.1.19: Use correct body alignment, strength, flexibility and coordination in the performance of technical movements.
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.5.5: 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.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.1.3: Evaluate how environment and personal health are interrelated.
Food options within a community; prenatal-care services; availability of recreational facilities; air quality; weather-safety awareness; and weather, air, and water conditions.
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.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.2.5: 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.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.
LAFS.1112.RST.3.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
  1. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
  4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
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.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.
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.
MAFS.912.S-MD.2.7: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

General Course Information and Notes


The purpose of this course is to provide students with the knowledge, skills, and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill-related components of physical fitness which are critical for students' success.


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:

General Information

Course Number: 1501300 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Physical Education > SubSubject: Fitness >
Abbreviated Title: PERS FIT
Course Attributes:
  • Florida Standards Course
Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Physical Education

Educator Certifications

Physical Education (Grades 6-12)
Physical Education (Elementary and Secondary Grades K-12)

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