The Essentials of Teaching Physical Education Curriculum, Instruction, and Assessment (SHAPE America set the Standard) (2)

the exhibiting of responsible personal and social behavior, and
the recognition of the value of physical activity for personal and social
reasons (SHAPE America, 2014).
So if the goal of physical education is to provide a platform for students to
pursue a physically active life, physical educators must foster the
development of physically literate individuals who
have learned the skills necessary to perform a variety of physical
activities,
know how to perform physically and understand the implications and
benefits of involvement in physical activities,
participate regularly in physical activity and are physically fit,
respect themselves and others in physical activity settings, and
value physical activity and its contributions to a healthful lifestyle.
Promoting Physical Literacy
Why is physical literacy important, and why should the development of
physical literacy take place in schools? To those of us who are physical
educators, these questions may seem not worth asking, or they can be easily
answered by saying something seemingly obvious (to us) such as, “Because
these things are good for you and it is part of the overall education of children
for which schools are responsible!” But although most people might
understand the value of developing the skills, knowledge, and dispositions
that lead to a healthy lifestyle, not all agree that schools should have this role.
For example, in the mid-1980s, early in a teaching career, one of the authors
was approached at a parent–teacher conference by a well-meaning parent of
an active and reasonably athletic seventh-grade student. The parent said,
“Please tell me why my son has to take physical education at school because
I would like him to have room in his schedule to take an additional foreign
language.” The teacher responded to this unexpected request by referring to
the importance of giving students the skills to be physically active. With
hindsight, the answer given was not particularly good, largely because it
seemed (to this teacher) so obvious that forethought had never really been
necessary. At that time neither academic content standards nor abundant