How to Use the Study Guide for the P.E. Knowledge Assessment
Study Guide
The study guide is designed to help students prepare for the P.E. Knowledge Assessment. The
following components are included in the study guide:
Overview (page 1) featuring:
 Topics to be covered
 List of documents to assist in studying
 List of websites that contain additional information needed for studying but not
otherwise in the Study Guide
Power Standards (page 2): Lists the three standards that form the content for the P.E.
Knowledge Assessment.
Proficiency Scales (pages 3-5): Provides descriptors describing what a student must know and
be able to do to approach the standard, be at standard or exceed the standard in each Power
Standard.
Content pages (remaining pages in the guide) featuring information to be used to learn and
study the material described in the Proficiency Scales.
Steps for studying
1. Download/print the Study Guide (the Study Guide can be found on the Student and Parent
Portal).
2. Review the content that will be covered on the assessment by reading the cover page.
3. Review the three Power Standards (page 2 of the Study Guide) that are covered in the
assessment:
3. Understands the components of health-related fitness and interprets information from
feedback, evaluation, and self-assessment in order to improve performance.
4. Understands the components of skill-related fitness and interprets information from
feedback, evaluation, and self-assessment in order to improve performance.
5. Analyzes personal fitness information to develop and monitor a fitness plan.
The assessment will cover each of the Power Standards. The first approximately seven questions
on the assessment will cover Power Standard 3, the next approximately seven questions will
cover Power Standard 4, and the final approximately seven questions will cover Power Standard
5.
4. Use the Proficiency Scales to direct your studying. The questions from the assessment are
written using the proficiency scale. There will be a couple of questions from the Level 2
(approaching standards) bullets, the majority of questions from the Level 3 (at standard) bullets,
and one question from the Level 4 (exceeds standard) bullets.
For example, Power Standard 3 has the following bullets under Level 2.
Students can expect questions directly aligned to these bullets. For example, the assessment
may ask students to define a component of health-related fitness or recall/list the four
components of the FITT Principle.
5. Use the information sheets in the rest of the study guide as a resource when reviewing the
Proficiency Scales. They will provide the knowledge you will need to answer the questions based
on the Proficiency Scales. Don’t forget to look at the websites on the Overview page to help you
gather more of the needed information.
Lessons Learned for Grading the Assessment / Most Common Mistakes
1. Many students mix up the components health-related fitness and skill-related fitness. It is
essential to know the difference between them. Students receive no points if a question asks
about the components of health-related fitness and the student writes about the components
of skill-related fitness (or vice versa).
2. Students need to know the training principles. These are different than the FITT principle.
3. Students need not only memorize the components of health-related fitness and skill-related
fitness, but also understand what sports, activities and careers require each component.
Students should practice by choosing specific sports, activities and careers and explaining which
components would be needed for each.
4. Many students do not know how to write a SMART goal. (see pg. 4.148) They provide a fitness
plan instead of a specific goal. Students should only write what they want to accomplish, not
how they will accomplish it (e.g. In three months, I want to be able to do 20 pushups).
5. Students need to fully read and answer the questions. Sometimes students do not answer all
parts of the question and thus lose points.
6. When writing a fitness plan for Power Standard 5, students forget to incorporate the FITT
principle. For example, students forget to include days for rest and recovery (frequency) and
often create workouts that are too short (time).