GACECode: 737🍑 Georgia GaPSC120 Questions · 5 Testlets · 3 HoursHealth & PE · P–12
GACE® Health & Physical Education
(P–12) (737) Practice Test
Comprehensive preparation for prospective Health and Physical Education teachers in Georgia for grades Pre-K through 12. Five testlets covering physical literacy and movement skills, physical activity and fitness, health promotion and disease prevention, skills for enhancing health and reducing risks, and the health and PE program. Combined: 120 questions, 3 hours, $169. Testlets can be taken individually or all together. Administered by Evaluation Systems of Pearson for GaPSC. Passing score: 220.
120
Questions
3 hrs
Time limit
220
Pass score
3
Domains
5
Testlets
$169
Combined fee
4.9 · 12,400
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Five testlets — take together or separately. Testlets 326, 327, 507, 508, and 509 can each be scheduled individually or taken together in a single 3-hour combined appointment for $169. An additional $50 fee applies at international testing sites. If you do not pass a testlet, you retake only that testlet. Register via your GaPSC MyPSC account, then your Evaluation Systems GACE testing account at gace.es.pearson.com.
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Source: All testlet codes, question counts, timing, and fees confirmed from the official GACE 737 test page at gace.es.pearson.com/test/737. The GACE program transitioned from ETS to Evaluation Systems of Pearson effective July 1, 2025. Verify current requirements at gapsc.com.
Health & Physical Education (737): Test at a Glance
Key facts confirmed from the official GACE 737 test page.
Assessment code
737
GACE Health & Physical Education
Total questions
120
All five testlets combined
Combined time
3 hrs
All five in one appointment
Passing score
220
Scaled 100–300
Combined fee
$169
All five testlets together
Score release
~3 wks
After testing window closes
Testlet 326
Physical Literacy & Movement Skills
30 questions · 45 min
Testlet 327
Physical Activity
20 questions · 30 min
Testlet 507
Health Promotion & Disease Prevention
20 questions · 30 min
Testlet 508
Skills for Enhancing Health
30 questions · 45 min
Testlet 509
Health & PE Program
20 questions · 30 min
Wrong answer penalty
None
Always answer every question
Unofficial score
Instant
Displayed after exam ends
Intl. surcharge
+$50
International testing sites
About the GACE Health & Physical Education (P–12) (737)
What the 737 tests, who it is designed for, and how the five-testlet structure works.
The GACE Health and Physical Education (P–12) assessment is designed to assess the knowledge and skills of individuals seeking admission to an educator preparation program, initial certification in Georgia, or qualification as a Health and Physical Education teacher across grades Pre-K through 12. It is administered by the Georgia Professional Standards Commission (GaPSC) through Evaluation Systems of Pearson, which replaced ETS as the GACE program administrator on July 1, 2025.
The assessment consists of five testlets totaling 120 selected-response questions in 3 hours combined: Testlet 326 Physical Literacy and Movement Skills (30 questions, 45 minutes), Testlet 327 Physical Activity (20 questions, 30 minutes), Testlet 507 Health Promotion and Disease Prevention (20 questions, 30 minutes), Testlet 508 Skills for Enhancing Health and Reducing Risks (30 questions, 45 minutes), and Testlet 509 Health and Physical Education Program (20 questions, 30 minutes). All five can be taken together in a single 3-hour combined session for $169, or registered and taken individually in separate sessions. Candidates who do not pass a testlet retake only that testlet without re-sitting the others.
The content spans both the physical education and health education dimensions of the profession. On the PE side: physical literacy, motor development, movement skills, sport and game fundamentals, dance, outdoor pursuits, and fitness principles across the P–12 span. On the health side: health promotion and disease prevention, social determinants of health, nutrition, mental and emotional health, healthy relationships, safety, decision-making, and advocacy skills. Testlet 509 integrates both areas, covering health literacy, program design, instructional strategies, assessment, and professional responsibilities in a combined Health and PE program.
The passing score is 220 on a scaled score range of 100–300. There is no penalty for wrong answers. Register by creating a GaPSC MyPSC account at mypsc.gapsc.org, then create an Evaluation Systems GACE testing account at gace.es.pearson.com.
Five Testlets at a Glance
Testlets 326 and 508 are the largest at 30 questions each; the remaining three are 20 questions each. All five can be combined in one 3-hour session or taken on separate dates.
Testlet 326
Physical Literacy and Movement Skills
Questions30
Testing time45 min
Motor development, physical literacy across the P–12 lifespan, motor learning principles, and skills for games, sports, cooperative activities, dance and rhythms, outdoor pursuits, aquatics, and challenges.
Testlet 327
Physical Activity
Questions20
Testing time30 min
Principles and components of health-related and skill-related fitness; procedures and resources for developing and maintaining lifelong physical activity and healthy habits in students.
Testlet 507
Health Promotion and Disease Prevention
Questions20
Testing time30 min
Role of the health teacher in supporting physical, mental, emotional, and social health; social determinants of health; personal care; preventing communicable and noncommunicable diseases; anatomy, physiology, and nutrition.
Testlet 508
Skills for Enhancing Health and Reducing Risks
Questions30
Testing time45 min
Health risk factors, mental and emotional health, healthy relationships and communication, safety skills, goal-setting, decision-making, conflict resolution, and advocacy for health enhancement and risk reduction.
Testlet 509
Health and Physical Education Program
Questions20
Testing time30 min
Health literacy, influences on health behaviors, criteria for evaluating health information and services, curriculum design, instruction, assessment, and professionalism in the health and physical education program.
Official Exam Blueprint: 5 Testlets
All testlet codes, question counts, and content objectives confirmed from the official GACE 737 test page.
Testlet 326
Physical Literacy and Movement Skills
Motor development across the P–12 lifespan: the stages of motor development — reflexive movements (birth–1 year), rudimentary movements (1–2 years), fundamental movement skills (2–7 years: locomotor, non-locomotor, and manipulative skills), specialized movement skills (7–14 years: applying fundamentals to sports and activities), and application for lifelong sport/recreation (14 years through adulthood); Gallahue’s hourglass model of motor development; the developmental stages for specific fundamental skills (for example, overhand throw progressing through initial, elementary, and mature stages); readiness for learning new movement skills; understanding individual differences in motor development across ages, abilities, and backgrounds.
Physical literacy: the definition of physical literacy as having the motivation, confidence, physical competence, knowledge, and understanding to maintain physical activity throughout life; the role of the physical education teacher in developing physical literacy across the P–12 span; how physical literacy supports lifelong health and wellness; the relationship between motor competence, perceived competence, and physical activity participation (children who feel competent in movement are more likely to be physically active); understanding how to build physical literacy for students with varying abilities through differentiated instruction and inclusive physical education practices.
Motor learning principles: stages of learning — cognitive stage (learner is thinking about the skill; uses self-talk, high variability), associative stage (skill becomes more automatic; less variability), autonomous stage (skill is automatic; attention available for other aspects); feedback types — intrinsic/kinesthetic feedback (the learner feels their own movement), extrinsic feedback (augmented feedback from teacher: knowledge of results — outcome feedback; knowledge of performance — movement quality feedback); practice types — massed practice vs. distributed practice, blocked practice vs. random practice (random practice produces better long-term retention despite being harder in the short term — the contextual interference effect); part practice vs. whole practice; mental practice (imagery) as an effective supplement to physical practice; transfer of learning (positive transfer: previous skill helps new skill; negative transfer: previous learning interferes with new skill).
Movement skills for games, sports, cooperative activities, dance, outdoor pursuits, aquatics, and challenges: locomotor skills (walking, running, galloping, skipping, sliding, leaping, jumping, hopping) and non-locomotor skills (bending, stretching, twisting, turning, swinging, swaying, balancing); manipulative skills (throwing, catching, kicking, striking with implements, dribbling); organizational structures and teaching strategies for team sports (basketball, volleyball, soccer, softball, flag football), individual and dual sports (tennis, badminton, gymnastics, golf, swimming), dance and rhythmic activities (folk dance, creative movement, line dance, hip-hop), outdoor pursuits (hiking, orienteering, climbing, kayaking), cooperative group challenges (low-ropes elements, team problem-solving activities), and aquatics; safety practices across all physical education environments (facility inspection, equipment maintenance, student supervision ratios, emergency action planning, AED location and use); the Adventure-Based Learning (Project Adventure) framework and the use of challenge by choice in inclusive PE settings.
Physical literacy: the definition of physical literacy as having the motivation, confidence, physical competence, knowledge, and understanding to maintain physical activity throughout life; the role of the physical education teacher in developing physical literacy across the P–12 span; how physical literacy supports lifelong health and wellness; the relationship between motor competence, perceived competence, and physical activity participation (children who feel competent in movement are more likely to be physically active); understanding how to build physical literacy for students with varying abilities through differentiated instruction and inclusive physical education practices.
Motor learning principles: stages of learning — cognitive stage (learner is thinking about the skill; uses self-talk, high variability), associative stage (skill becomes more automatic; less variability), autonomous stage (skill is automatic; attention available for other aspects); feedback types — intrinsic/kinesthetic feedback (the learner feels their own movement), extrinsic feedback (augmented feedback from teacher: knowledge of results — outcome feedback; knowledge of performance — movement quality feedback); practice types — massed practice vs. distributed practice, blocked practice vs. random practice (random practice produces better long-term retention despite being harder in the short term — the contextual interference effect); part practice vs. whole practice; mental practice (imagery) as an effective supplement to physical practice; transfer of learning (positive transfer: previous skill helps new skill; negative transfer: previous learning interferes with new skill).
Movement skills for games, sports, cooperative activities, dance, outdoor pursuits, aquatics, and challenges: locomotor skills (walking, running, galloping, skipping, sliding, leaping, jumping, hopping) and non-locomotor skills (bending, stretching, twisting, turning, swinging, swaying, balancing); manipulative skills (throwing, catching, kicking, striking with implements, dribbling); organizational structures and teaching strategies for team sports (basketball, volleyball, soccer, softball, flag football), individual and dual sports (tennis, badminton, gymnastics, golf, swimming), dance and rhythmic activities (folk dance, creative movement, line dance, hip-hop), outdoor pursuits (hiking, orienteering, climbing, kayaking), cooperative group challenges (low-ropes elements, team problem-solving activities), and aquatics; safety practices across all physical education environments (facility inspection, equipment maintenance, student supervision ratios, emergency action planning, AED location and use); the Adventure-Based Learning (Project Adventure) framework and the use of challenge by choice in inclusive PE settings.
30q
45 minutes
Largest testlet (tied)
Testlet 327
Physical Activity
Health-related fitness components and principles: the five health-related fitness components: (1) cardiovascular/cardiorespiratory endurance — the ability of the heart, lungs, and circulatory system to supply oxygen to working muscles during sustained activity (measured by VO2max; improved by aerobic exercise); (2) muscular strength — the maximum force a muscle or muscle group can exert in a single effort (improved by high-resistance, low-repetition training); (3) muscular endurance — the ability of a muscle or muscle group to perform repeated contractions over an extended time (improved by lower resistance, higher repetitions); (4) flexibility — the range of motion around a joint (improved by static, dynamic, PNF, and ballistic stretching); (5) body composition — the ratio of fat mass to lean mass in the body (influenced by exercise, nutrition, and genetics). The six skill-related fitness components: speed, agility, balance, coordination, reaction time, and power — these relate to athletic performance rather than health but are relevant to physical education curricula.
FITT principle for exercise prescription: Frequency (how often: aerobic exercise at least 3–5 days/week per ACSM guidelines; resistance training 2–3 days/week); Intensity (how hard: aerobic exercise at moderate intensity, 50–70% of maximum heart rate, or vigorous intensity, 70–85%; estimate maximum heart rate as 220 minus age); Time (how long: 150+ minutes of moderate-intensity or 75+ minutes of vigorous-intensity aerobic activity per week for adults; 60 minutes daily for children and adolescents per CDC/Physical Activity Guidelines for Americans); Type (what kind: aerobic for cardiorespiratory fitness, resistance for strength and muscular endurance, flexibility for range of motion). Principles of overload (you must stress a system beyond its current capacity to produce improvement), progression (gradually increase overload over time), specificity (training adaptations are specific to the type of exercise performed), reversibility (fitness gains are lost without continued training), and recovery (rest allows adaptation to occur).
Developing and maintaining lifelong physical activity: the Physical Activity Guidelines for Americans (2nd ed., 2018) — children and adolescents aged 6–17 should get at least 60 minutes of moderate-to-vigorous physical activity daily; adults should get 150–300 minutes of moderate-intensity or 75–150 minutes of vigorous-intensity aerobic activity per week; benefits of physical activity include reduced risk of cardiovascular disease, type 2 diabetes, obesity, depression, and certain cancers; barriers to physical activity in schools and communities (lack of safe spaces, screen time competition, socioeconomic factors, transportation); evidence-based strategies for promoting lifelong physical activity — intrinsic motivation, self-determination theory (autonomy, competence, relatedness), providing choice and voice in physical education, building positive experiences with movement; the role of physical education in teaching self-monitoring and goal-setting skills that transfer to lifelong activity habits; Fitnessgram and PACER test as tools for assessing aerobic fitness and student self-assessment.
FITT principle for exercise prescription: Frequency (how often: aerobic exercise at least 3–5 days/week per ACSM guidelines; resistance training 2–3 days/week); Intensity (how hard: aerobic exercise at moderate intensity, 50–70% of maximum heart rate, or vigorous intensity, 70–85%; estimate maximum heart rate as 220 minus age); Time (how long: 150+ minutes of moderate-intensity or 75+ minutes of vigorous-intensity aerobic activity per week for adults; 60 minutes daily for children and adolescents per CDC/Physical Activity Guidelines for Americans); Type (what kind: aerobic for cardiorespiratory fitness, resistance for strength and muscular endurance, flexibility for range of motion). Principles of overload (you must stress a system beyond its current capacity to produce improvement), progression (gradually increase overload over time), specificity (training adaptations are specific to the type of exercise performed), reversibility (fitness gains are lost without continued training), and recovery (rest allows adaptation to occur).
Developing and maintaining lifelong physical activity: the Physical Activity Guidelines for Americans (2nd ed., 2018) — children and adolescents aged 6–17 should get at least 60 minutes of moderate-to-vigorous physical activity daily; adults should get 150–300 minutes of moderate-intensity or 75–150 minutes of vigorous-intensity aerobic activity per week; benefits of physical activity include reduced risk of cardiovascular disease, type 2 diabetes, obesity, depression, and certain cancers; barriers to physical activity in schools and communities (lack of safe spaces, screen time competition, socioeconomic factors, transportation); evidence-based strategies for promoting lifelong physical activity — intrinsic motivation, self-determination theory (autonomy, competence, relatedness), providing choice and voice in physical education, building positive experiences with movement; the role of physical education in teaching self-monitoring and goal-setting skills that transfer to lifelong activity habits; Fitnessgram and PACER test as tools for assessing aerobic fitness and student self-assessment.
20q
30 minutes
Standard testlet
Testlet 507
Health Promotion and Disease Prevention
Role of the health education teacher and social determinants of health: the health teacher’s role in supporting the physical, mental, emotional, and social health of students across P–12; the biopsychosocial model of health — health is influenced by biological (genetics, physiology), psychological (attitudes, beliefs, emotions), and social (relationships, culture, environment) factors; social determinants of health (SDOH) — the non-medical factors that influence health outcomes: income and socioeconomic status, education, employment, food security, housing stability, transportation, social support, neighborhood safety, and access to healthcare; how SDOH create health disparities (differences in health outcomes between population groups, often along racial, ethnic, and income lines); the health teacher as an advocate who helps students understand and navigate the social conditions that shape their health; aligning instruction with the National Health Education Standards (NHES) and Georgia’s health education standards.
Personal care, hygiene, and disease prevention: personal care and hygiene practices that reduce disease transmission (handwashing technique and frequency, respiratory hygiene — covering coughs/sneezes, dental hygiene, skin care, eye and ear health); communicable diseases — caused by pathogens (bacteria, viruses, fungi, parasites); modes of transmission (direct contact, droplet, airborne, fecal-oral, vector-borne, bloodborne); the chain of infection (pathogen → reservoir → portal of exit → mode of transmission → portal of entry → susceptible host) and how breaking any link prevents disease; common communicable diseases in school-age populations (influenza, strep throat, conjunctivitis, ringworm, head lice, COVID-19); immunization schedules and the role of vaccination in community immunity; noncommunicable and chronic diseases — cardiovascular disease, type 2 diabetes, obesity, asthma, cancer — and their risk factors, prevention strategies, and early warning signs; the relationship between lifestyle behaviors (physical activity, nutrition, sleep, tobacco/alcohol/drug avoidance) and chronic disease risk.
Anatomy and physiology, nutrition, and body systems: major body systems and their functions at the level appropriate for health education (cardiovascular system: heart, arteries, veins, capillaries, blood pressure; respiratory system: lungs, gas exchange; musculoskeletal system: bones, muscles, joints; digestive system: digestion, absorption, elimination; endocrine system: hormones, blood sugar regulation; nervous system: brain, spinal cord, peripheral nerves); how body systems adapt to regular physical activity (cardiac hypertrophy, increased stroke volume and cardiac output, greater capillarization of muscle tissue, increased bone density, improved insulin sensitivity); nutrition fundamentals for health teachers — macronutrients (carbohydrates: primary energy source, 4 kcal/g; proteins: structure and repair, 4 kcal/g; fats: energy storage and cell structure, 9 kcal/g), micronutrients (vitamins and minerals), hydration; reading and interpreting food/nutrition labels (serving size, calories, % daily values, nutrients to limit vs. nutrients to encourage); MyPlate food guide (fruits, vegetables, grains, protein, dairy); the relationship between nutrition and chronic disease risk; age-appropriate nutrition recommendations.
Personal care, hygiene, and disease prevention: personal care and hygiene practices that reduce disease transmission (handwashing technique and frequency, respiratory hygiene — covering coughs/sneezes, dental hygiene, skin care, eye and ear health); communicable diseases — caused by pathogens (bacteria, viruses, fungi, parasites); modes of transmission (direct contact, droplet, airborne, fecal-oral, vector-borne, bloodborne); the chain of infection (pathogen → reservoir → portal of exit → mode of transmission → portal of entry → susceptible host) and how breaking any link prevents disease; common communicable diseases in school-age populations (influenza, strep throat, conjunctivitis, ringworm, head lice, COVID-19); immunization schedules and the role of vaccination in community immunity; noncommunicable and chronic diseases — cardiovascular disease, type 2 diabetes, obesity, asthma, cancer — and their risk factors, prevention strategies, and early warning signs; the relationship between lifestyle behaviors (physical activity, nutrition, sleep, tobacco/alcohol/drug avoidance) and chronic disease risk.
Anatomy and physiology, nutrition, and body systems: major body systems and their functions at the level appropriate for health education (cardiovascular system: heart, arteries, veins, capillaries, blood pressure; respiratory system: lungs, gas exchange; musculoskeletal system: bones, muscles, joints; digestive system: digestion, absorption, elimination; endocrine system: hormones, blood sugar regulation; nervous system: brain, spinal cord, peripheral nerves); how body systems adapt to regular physical activity (cardiac hypertrophy, increased stroke volume and cardiac output, greater capillarization of muscle tissue, increased bone density, improved insulin sensitivity); nutrition fundamentals for health teachers — macronutrients (carbohydrates: primary energy source, 4 kcal/g; proteins: structure and repair, 4 kcal/g; fats: energy storage and cell structure, 9 kcal/g), micronutrients (vitamins and minerals), hydration; reading and interpreting food/nutrition labels (serving size, calories, % daily values, nutrients to limit vs. nutrients to encourage); MyPlate food guide (fruits, vegetables, grains, protein, dairy); the relationship between nutrition and chronic disease risk; age-appropriate nutrition recommendations.
20q
30 minutes
Standard testlet
Testlet 508
Skills for Enhancing Health and Reducing Risks
Health risk factors and prevention: behavioral risk factors (tobacco, alcohol, and other drug use; unhealthy eating; physical inactivity; risky sexual behavior; unintentional injury; violence) and how they interact with social, biological, and environmental factors; primary prevention (reducing risk before a problem develops — e.g., vaccination, safety education, health promotion), secondary prevention (early detection and treatment — e.g., screening programs), and tertiary prevention (managing existing conditions to reduce complications — e.g., chronic disease management); school health programs and policies that address key risk factors; alcohol, tobacco, and other drug (ATOD) education — short-term and long-term consequences, addiction physiology, refusal skills, the role of peer pressure and media influence; unintentional injury prevention (passenger safety: seatbelts, child restraints; bicycle safety: helmet use; water safety: drowning prevention, swimming ability; home safety: fire prevention, poison prevention, falls prevention); violence prevention (bullying, cyberbullying, sexual harassment, dating violence — definitions, warning signs, reporting procedures, bystander intervention).
Mental, emotional, and social health: components of mental health — emotional well-being (positive affect, life satisfaction), psychological well-being (self-acceptance, purpose, autonomy, environmental mastery), and social well-being (connectedness, contribution); common mental health conditions in children and adolescents — anxiety disorders (generalized anxiety, social anxiety, panic disorder), depression, ADHD, eating disorders, and trauma/PTSD; recognizing warning signs of mental health challenges in students and appropriate referral processes; suicide prevention — risk factors (previous attempt, family history, substance use, social isolation), warning signs (talking about death, giving away possessions, withdrawal), protective factors (connectedness, reasons for living, access to mental health care), and the health teacher’s role (listen, take seriously, connect to help — the ACT model: Acknowledge, Care, Tell a trusted adult); the relationship between sleep, screen time, physical activity, nutrition, and mental health in adolescents; stress management strategies (physical activity, mindfulness, time management, social support).
Healthy relationships, communication, and life skills: characteristics of healthy relationships (mutual respect, trust, honesty, support, equity, shared responsibility) vs. unhealthy relationships (control, manipulation, jealousy, isolation, intimidation); assertive communication vs. passive and aggressive communication; conflict resolution strategies — active listening, I-messages (expressing feelings without blaming), finding common ground, mediation; decision-making models (e.g., the DECIDE model: Define, Explore, Consider, Identify, Decide, Evaluate) and how to apply them to health-related scenarios; goal-setting for health improvement — SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) and how to scaffold goal-setting instruction across grade levels; advocacy skills for health — how students can take action to improve health in their school, community, or broader environment; accessing valid health information, products, and services — evaluating websites and health claims for accuracy, authority, objectivity, currency, and coverage (CRAAP test or similar frameworks).
Mental, emotional, and social health: components of mental health — emotional well-being (positive affect, life satisfaction), psychological well-being (self-acceptance, purpose, autonomy, environmental mastery), and social well-being (connectedness, contribution); common mental health conditions in children and adolescents — anxiety disorders (generalized anxiety, social anxiety, panic disorder), depression, ADHD, eating disorders, and trauma/PTSD; recognizing warning signs of mental health challenges in students and appropriate referral processes; suicide prevention — risk factors (previous attempt, family history, substance use, social isolation), warning signs (talking about death, giving away possessions, withdrawal), protective factors (connectedness, reasons for living, access to mental health care), and the health teacher’s role (listen, take seriously, connect to help — the ACT model: Acknowledge, Care, Tell a trusted adult); the relationship between sleep, screen time, physical activity, nutrition, and mental health in adolescents; stress management strategies (physical activity, mindfulness, time management, social support).
Healthy relationships, communication, and life skills: characteristics of healthy relationships (mutual respect, trust, honesty, support, equity, shared responsibility) vs. unhealthy relationships (control, manipulation, jealousy, isolation, intimidation); assertive communication vs. passive and aggressive communication; conflict resolution strategies — active listening, I-messages (expressing feelings without blaming), finding common ground, mediation; decision-making models (e.g., the DECIDE model: Define, Explore, Consider, Identify, Decide, Evaluate) and how to apply them to health-related scenarios; goal-setting for health improvement — SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) and how to scaffold goal-setting instruction across grade levels; advocacy skills for health — how students can take action to improve health in their school, community, or broader environment; accessing valid health information, products, and services — evaluating websites and health claims for accuracy, authority, objectivity, currency, and coverage (CRAAP test or similar frameworks).
30q
45 minutes
Largest testlet (tied)
Testlet 509
Health and Physical Education Program
Health literacy, influences on health behavior, and evaluating health information: the World Health Organization definition of health literacy — the ability to obtain, understand, and use health information to make decisions that promote and maintain good health; the four levels of health literacy from Nutbeam’s model: functional (basic reading/writing for health contexts), interactive (participating in health communication), critical (analyzing and using information to exert greater control over health situations); factors that influence health behaviors — individual factors (knowledge, attitudes, beliefs, perceived risk, self-efficacy), social factors (family norms, peer influence, social media, community expectations), environmental factors (access to healthy food, walkability, neighborhood safety, healthcare availability); major health behavior change theories — the Health Belief Model (perceived susceptibility, severity, benefits, barriers, cues to action, self-efficacy), Transtheoretical Model/Stages of Change (precontemplation, contemplation, preparation, action, maintenance), Social Cognitive Theory (observational learning, self-efficacy, reciprocal determinism), Social Ecological Model (individual, interpersonal, community, organizational, policy levels); criteria for locating and evaluating health information services and products — identifying credible sources (government agencies, peer-reviewed research, established medical organizations), distinguishing health misinformation and pseudoscience, understanding the difference between correlation and causation in health claims.
Curriculum, instruction, assessment, and professionalism in health and PE: curriculum design in health and physical education — aligning to the National Health Education Standards (NHES), SHAPE America National Standards for K–12 Physical Education, and Georgia Standards of Excellence; scope and sequence across the P–12; backward design (Wiggins and McTighe) — identify desired learning outcomes first, then determine evidence of learning, then plan instruction; differentiated instruction for diverse learners (English language learners, students with disabilities, students with varied fitness levels or movement backgrounds); assessment in health and PE — performance-based assessment (skill demonstrations, fitness testing with Fitnessgram), rubrics, portfolios, peer and self-assessment, pre/post knowledge assessments; formative vs. summative assessment; the role of standards-based grading vs. participation-based grading in physical education; professionalism in the health and PE field — SHAPE America Code of Ethics, professional development and continuing education, collaboration with school nurses, counselors, coaches, administrators, and community partners; legal responsibilities (duty to supervise, safe facilities, emergency action plans, student health records and privacy, accommodations for students with medical conditions or IEPs); community health resources and referral pathways for students with health concerns.
Curriculum, instruction, assessment, and professionalism in health and PE: curriculum design in health and physical education — aligning to the National Health Education Standards (NHES), SHAPE America National Standards for K–12 Physical Education, and Georgia Standards of Excellence; scope and sequence across the P–12; backward design (Wiggins and McTighe) — identify desired learning outcomes first, then determine evidence of learning, then plan instruction; differentiated instruction for diverse learners (English language learners, students with disabilities, students with varied fitness levels or movement backgrounds); assessment in health and PE — performance-based assessment (skill demonstrations, fitness testing with Fitnessgram), rubrics, portfolios, peer and self-assessment, pre/post knowledge assessments; formative vs. summative assessment; the role of standards-based grading vs. participation-based grading in physical education; professionalism in the health and PE field — SHAPE America Code of Ethics, professional development and continuing education, collaboration with school nurses, counselors, coaches, administrators, and community partners; legal responsibilities (duty to supervise, safe facilities, emergency action plans, student health records and privacy, accommodations for students with medical conditions or IEPs); community health resources and referral pathways for students with health concerns.
20q
30 minutes
Standard testlet
High-Priority Topics by Testlet
The most consistently tested concepts within each of the five testlets, at the depth appropriate for a beginning Georgia P–12 Health and Physical Education teacher.
Testlet 326
Physical Literacy and Movement Skills — Top Topics
30q · 45 min · Largest (tied)Stages of motor learning — the most tested motor learning concept: Fitts and Posner's three-stage model: (1) Cognitive stage: the learner is consciously thinking about every component of the skill; performance is inconsistent and requires significant mental effort; verbal self-talk and teacher guidance are crucial; (2) Associative stage: the skill pattern is becoming more consistent; the learner focuses on refining the movement rather than figuring out the basic mechanics; errors are less frequent and the learner can begin to detect their own mistakes; (3) Autonomous stage: the skill is largely automatic; the learner can perform the skill while devoting attention to other aspects (tactics, strategy, environment). Most adult athletes are in the autonomous stage for their primary sport skills. Beginning students are always in the cognitive stage for a new skill — instruction should focus on key points, demonstrations, and simple drills
Feedback types and their instructional applications: Augmented (extrinsic) feedback comes from the teacher or an external source — it is additional information that supplements the learner's own sensory feedback. Knowledge of results (KR): information about the outcome of the movement (Did the ball go in the basket?). Knowledge of performance (KP): information about the movement pattern itself (Your elbow dropped before release). KP is generally more useful for improving technique, especially for learners in the cognitive and associative stages. Feedback should be specific, immediate for beginners, and gradually delayed as learners become more skilled — allowing them to develop their own error detection capacity. Video replay is a form of augmented feedback that supports self-analysis in the associative and autonomous stages
Fundamental movement skills — the developmental building blocks of physical literacy: Locomotor skills (moving through space): walking, running, jumping, hopping, galloping, skipping, leaping, sliding; non-locomotor/stability skills (moving in place): bending, stretching, twisting, turning, rolling, balancing, swaying, swinging; manipulative skills (controlling objects): throwing, catching, kicking, striking (with hand, foot, bat, racquet), dribbling, rolling, volleying. The mature pattern of the overhand throw is a particularly commonly tested skill: step opposite foot, hip rotation, arm action, follow-through. Fundamental movement skills should be mastered in the elementary years (ages 6–10) to provide the foundation for specialized sport skills in middle and high school — a failure to develop fundamental skills is a predictor of physical inactivity in adulthood
Safety in physical education — teacher duty of care and emergency planning: Physical education teachers have a legal duty of care to provide reasonably safe instruction and supervision. Key safety responsibilities: conduct pre-activity safety checks of facilities and equipment, ensure tasks are developmentally appropriate and progressively sequenced, provide adequate warm-up and cool-down, supervise all activity areas at all times, maintain appropriate student-to-teacher ratios, know the location of and how to use the AED (automated external defibrillator), and have a written Emergency Action Plan (EAP) for all activity areas. Liability risks arise from failure to provide safe facilities, failure to properly instruct, failure to adequately supervise, and failure to act appropriately in an emergency. Understand the difference between negligence (failure to act as a reasonably prudent professional would) and an unavoidable accident
Testlet 327
Physical Activity — Top Topics
20q · 30 minHealth-related vs. skill-related fitness — the most fundamental Testlet 327 distinction: Health-related fitness components directly influence health status and disease risk: cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. Skill-related fitness components relate to sport and athletic performance: speed, agility, balance, coordination, reaction time, and power. A student can have excellent health-related fitness without being highly skilled-related fit (and vice versa). Physical education programs should prioritize health-related fitness development for all students, since these components have direct health implications for the entire population — not just athletes
The FITT principle applied to each fitness component: Cardiovascular endurance: F = 3–5 days/week, I = 50–85% max HR (moderate to vigorous), T = 20–60 min continuous, T = aerobic activities (running, swimming, cycling, dance). Muscular strength/endurance: F = 2–3 days/week with rest between sessions, I = 60–85% of 1-rep max for strength / 50–70% for endurance, T = 2–4 sets of 8–12 reps (strength) or 12–20+ reps (endurance), T = resistance training. Flexibility: F = daily ideally, minimum 2–3 days/week, I = to the point of mild tension (not pain), T = hold 15–60 seconds per stretch, T = static, dynamic, or PNF stretching. The principle of overload is necessary for all components: the body must be stressed beyond its current capacity to adapt and improve
Physical activity guidelines for children and adults (2018): Children and adolescents (6–17 years): at least 60 minutes of moderate-to-vigorous physical activity daily; most of the 60 minutes should be aerobic; muscle-strengthening and bone-strengthening activities should be included at least 3 days per week. Adults (18–64 years): 150–300 minutes of moderate-intensity OR 75–150 minutes of vigorous-intensity aerobic activity per week, or an equivalent combination; muscle-strengthening activities of moderate-to-high intensity involving all major muscle groups on 2 or more days per week. Published by the U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. These guidelines underpin all physical activity promotion in school health and PE programs
Motivational theory and lifelong physical activity: Self-Determination Theory (SDT) identifies three psychological needs whose satisfaction promotes intrinsic motivation: autonomy (feeling that one's behavior is self-chosen and voluntary), competence (feeling effective at challenging tasks), and relatedness (feeling connected to others). PE programs that are autonomy-supportive (offering choice, minimizing controlling language and external pressure), emphasize skill development and success experiences (building competence), and foster positive social connections (building relatedness) produce students who are more intrinsically motivated to be physically active outside of school. The Transtheoretical Model (Stages of Change) explains that people move through stages of readiness for behavior change — precontemplation, contemplation, preparation, action, maintenance — and that effective interventions match the student's current stage
Testlet 507
Health Promotion and Disease Prevention — Top Topics
20q · 30 minSocial determinants of health — the foundational framework for Testlet 507: Social determinants of health (SDOH) are the conditions in which people are born, grow, live, work, and age. Healthy People 2030 identifies five SDOH domains: economic stability (poverty, employment, food security), education access and quality, health care access and quality, neighborhood and built environment (housing, transportation, environmental conditions), and social and community context (discrimination, incarceration, social support). SDOH explain the majority of health disparities — differences in health outcomes between groups — that are disproportionately experienced by racial/ethnic minorities and low-income populations. Health teachers help students understand how SDOH affect health and how advocacy and policy can address them. Recognizing that individual behavior alone does not fully explain health outcomes is foundational to a public health approach to health education
The chain of infection and disease prevention strategies: The chain of infection has six links: (1) infectious agent/pathogen (bacteria, virus, fungus, parasite), (2) reservoir (where the pathogen lives: human, animal, or environmental), (3) portal of exit (how it leaves: respiratory secretions, blood, feces, skin lesions), (4) mode of transmission (direct contact, droplet, airborne, fecal-oral, vehicle/food/water/fomites, vector-borne), (5) portal of entry (how it enters a new host: mucous membranes, respiratory tract, broken skin, bloodstream), (6) susceptible host (who is vulnerable: immunocompromised, unvaccinated). Breaking any single link prevents disease spread. Practical examples: handwashing breaks the fecal-oral and contact transmission links; vaccination reduces host susceptibility; masking and ventilation reduce airborne and droplet transmission; food safety practices reduce vehicle-borne transmission
Macronutrients, micronutrients, and reading nutrition labels: Carbohydrates (4 kcal/g) are the body's primary energy source; simple carbohydrates are digested quickly (sugars, white bread, soda); complex carbohydrates digest slowly and provide sustained energy and fiber (whole grains, vegetables, legumes). Proteins (4 kcal/g) are made of amino acids — essential amino acids must be obtained from food; protein is critical for muscle repair and growth, enzyme function, and immune function. Fats (9 kcal/g) are the most calorie-dense macronutrient; unsaturated fats (olive oil, avocado, nuts) support heart health; saturated fats (butter, fatty meats) and trans fats (hydrogenated oils) raise LDL cholesterol and increase cardiovascular disease risk. Nutrition label reading: serving size is listed first and all other information is per serving; look for added sugars, saturated fat, sodium (nutrients to limit) and fiber, vitamins, minerals (nutrients to encourage); %DV of 5% or less is low, 20% or more is high
Body systems adaptations to physical activity: Cardiovascular adaptations to regular aerobic exercise: resting heart rate decreases (trained athletes may have RHR of 40–60 bpm vs. untrained 70–80 bpm), stroke volume (volume of blood pumped per heartbeat) increases, cardiac output (heart rate x stroke volume) increases at maximal exercise, capillary density in skeletal muscle increases (more oxygen delivery), blood pressure may decrease at rest. Skeletal adaptations: bone density increases with weight-bearing exercise (reduces osteoporosis risk), particularly during adolescence when peak bone mass is established. Metabolic adaptations: skeletal muscles become more efficient at using oxygen (increased mitochondrial density), muscles improve their ability to oxidize fat as fuel, and insulin sensitivity improves (reduced type 2 diabetes risk)
Testlet 508
Skills for Enhancing Health and Reducing Risks — Top Topics
30q · 45 min · Largest (tied)Suicide prevention — the highest-stakes health topic in Testlet 508: The health teacher's role in suicide prevention involves recognizing warning signs (talking or writing about death, giving away belongings, withdrawal from friends and activities, expressing hopelessness, saying goodbye, dramatic mood changes), taking all expressions of suicidal ideation seriously (no joke is ever too small to take seriously), and connecting the student immediately to a trusted adult and school mental health professional — do NOT promise confidentiality if a student is at risk. Risk factors include previous attempt (the strongest single predictor), family history, substance use, access to lethal means, LGBTQ+ identity in unsupportive environments, and exposure to a peer's suicide (contagion/cluster effect). Protective factors: social connectedness, access to mental health care, reasons for living, family support. The ACT model: Acknowledge (take the person seriously), Care (express concern), Tell (get a trusted adult involved immediately)
The DECIDE decision-making model and SMART goals: DECIDE is a six-step health decision-making model: (D) Define the problem or decision; (E) Explore all alternatives; (C) Consider the consequences of each alternative; (I) Identify the best choice; (D) Decide and act; (E) Evaluate the decision and its results. Teaching a structured decision-making model helps students approach health-related decisions systematically rather than impulsively. SMART goal criteria: Specific (clearly defined: not “get healthier” but “run one mile without stopping”), Measurable (can be quantified: “run a mile in under 12 minutes”), Achievable (realistic given current fitness level), Relevant (important to the individual), Time-bound (has a deadline: “within 6 weeks”). Goal-setting is one of the eight National Health Education Standards and should be scaffolded across grade levels from simple short-term goals (elementary) to complex long-term plans (high school)
Healthy vs. unhealthy relationships and communication skills: Characteristics of healthy relationships: mutual respect, trust, honesty, support, equity, individuality (both people maintain separate identities and friendships), fairness, and shared decision-making. Warning signs of unhealthy relationships: jealousy disguised as love, controlling behavior (monitoring location, limiting friendships), rapid relationship progression (“love bombing”), isolation from support systems, explosive anger or mood swings, pressure for sexual activity, demeaning language. Assertive communication: stating needs, feelings, and opinions directly and respectfully, without aggression or passive acceptance — using I-messages (“I feel frustrated when my ideas aren't heard”) rather than you-messages that provoke defensiveness. These skills connect directly to dating violence prevention and bullying prevention curricula required in Georgia schools
Advocacy as a National Health Education Standard (Standard 8): Advocacy in health education means using communication skills to influence and support decisions and behaviors that promote health and prevent disease, at the individual, community, or policy level. Student advocacy projects include creating public service announcements about health risks, writing to school administrators about improving school lunch quality, organizing a peer-led walking program, or presenting at a school board meeting about vaping prevention. Effective advocacy requires: a clear health-enhancing message, accurate and valid information from credible sources, consideration of the audience's values and concerns, and a call to action. Know that advocacy is a health literacy skill — it goes beyond personal behavior change to addressing the social and environmental conditions that affect health
Testlet 509
Health and Physical Education Program — Top Topics
20q · 30 minThe eight National Health Education Standards (NHES) — the curriculum framework: Standard 1: students will comprehend concepts related to health promotion and disease prevention; Standard 2: students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors; Standard 3: students will demonstrate the ability to access valid health information and services; Standard 4: students will demonstrate the ability to use interpersonal communication skills to enhance health; Standard 5: students will demonstrate the ability to use decision-making skills to enhance health; Standard 6: students will demonstrate the ability to use goal-setting skills to enhance health; Standard 7: students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks; Standard 8: students will demonstrate the ability to advocate for personal, family, and community health. All health education curriculum should be aligned to these standards, and assessments should be designed to measure student achievement of specific NHES performance indicators by grade band
SHAPE America National Standards for K–12 Physical Education — the PE curriculum framework: Standard 1: the physically literate individual demonstrates competency in a variety of motor skills and movement patterns; Standard 2: the physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance; Standard 3: the physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness; Standard 4: the physically literate individual exhibits responsible personal and social behavior that respects self and others; Standard 5: the physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction. All PE curriculum and assessment should be aligned to these national standards and to Georgia's Standards of Excellence for Physical Education
Behavior change theories applied to health teaching: Health Belief Model (HBM) — people take health action when they believe: (1) they are susceptible to the health threat, (2) the threat is serious, (3) taking action will reduce the threat (perceived benefits), (4) the barriers to action are manageable, and (5) a cue to action (reminder or trigger) motivates action; self-efficacy is also a key component. Useful for designing messaging about vaccination, STI prevention, and cancer screening. Transtheoretical Model (Stages of Change): precontemplation (not thinking about change), contemplation (considering change in the next 6 months), preparation (planning to change within 30 days), action (actively changing), maintenance (sustaining change for 6+ months). Teaching strategy: match the intervention to the student's stage — raise awareness for precontemplators, build self-efficacy and action plans for those in preparation and action stages
Assessment in health and PE — aligning assessment to standards: Performance-based assessment in PE: skill rubrics (evaluating movement quality against criteria), Fitnessgram health-related fitness assessment (PACER or mile run for aerobic capacity; curl-ups, push-ups, trunk lift for muscular fitness; back-saver sit-and-reach for flexibility; BMI and body composition), fitness logs and journals, pedometer/accelerometer data; standards-based grading vs. participation/effort grading — SHAPE America recommends assessing students on motor skills, fitness knowledge, and personal and social responsibility rather than on physical ability or effort alone, since effort-based grading does not measure standards attainment; health education assessment: pre-test/post-test knowledge assessments, health behavior surveys, performance tasks (creating an advocacy campaign, demonstrating first aid skills, developing a personal fitness plan), reflective journals, portfolio assessment of health behaviors over time
Registration, Test Day & Scoring
Everything you need to know. Register through your GaPSC MyPSC account, then your Evaluation Systems GACE testing account at gace.es.pearson.com.
Registration & Fees
Step 2Submit testing eligibility request
Combined fee (all 5 testlets)$169
International surcharge+$50
Program administratorEvaluation Systems of Pearson
Scoring
Score scale100–300 (scaled)
Passing score220
Wrong answer penaltyNone — answer every question
Unofficial scoreDisplayed immediately after exam
Cancel scoresOption given post-exam; irreversible
Official score release~3 weeks after testing window closes
Test Day
Combined questions120 (5 testlets)
Combined time3 hours
Testlets 326, 50830 questions · 45 min each
Testlets 327, 507, 50920 questions · 30 min each
Arrive15–30 min before scheduled time
ID requiredPhoto + signature ID (original)
Personal itemsStored in secure locker
Standards Alignment
PE standardsSHAPE America National Standards
Health ed. standardsNational Health Education Standards
Physical activity guidelinesPhysical Activity Guidelines (2018)
SDOH/Healthy PeopleHealthy People 2030
Georgia standardsGeorgia Standards of Excellence
Who Needs the GACE Health & Physical Education (P–12) (737)?
Certification requirements for Georgia Health and Physical Education teachers.
Georgia Requirement: The GACE Health and Physical Education (P–12) (737) is required for individuals seeking a Georgia teaching certificate in Health and Physical Education at the Pre-K through Grade 12 level. Candidates may be seeking initial admission to an educator preparation program, initial certification, or qualification as a Health and/or Physical Education teacher in Georgia schools. All five testlets (326, 327, 507, 508, and 509) must be passed to earn the full certification.
Registration pathway: Create a GaPSC MyPSC account at mypsc.gapsc.org and receive your Georgia certification ID number. Submit a request for testing eligibility through MyPSC. Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/737. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025.
No penalty for wrong answers — always answer every question. If you do not pass a testlet, you may retake only that testlet without re-sitting the others. Always verify current requirements at gapsc.com.
How to Prepare for the GACE Health & Physical Education (P–12) (737)
Strategies for a 120-question, five-testlet assessment spanning physical education content, fitness science, health promotion, and risk reduction.
- Testlets 326 and 508 are the largest (30 questions, 45 minutes each) and warrant the most preparation time. Testlet 326 covers the physical education content (motor development, physical literacy, motor learning, and movement skills across all activity types) while Testlet 508 covers the behavioral health content (risk factors, mental health, relationships, decision-making, advocacy). These two testlets together account for half the exam. Allocate study time proportionally — approximately equal time for 326 and 508, with somewhat less for the three 20-question testlets.
- For Testlet 326, master the three stages of motor learning and their instructional implications first. Know that cognitive-stage learners need simple, clear instructions and frequent corrective feedback; associative-stage learners need more refined feedback on technique and can begin self-correcting; autonomous-stage learners need tactical and strategic guidance. Practice identifying which stage a described student is in and which instructional strategy is most appropriate. Also know the difference between knowledge of results (outcome) and knowledge of performance (movement quality) feedback, and when each is most useful.
- For Testlet 327, know the five health-related fitness components and the FITT principle for each, and know the 2018 Physical Activity Guidelines for children and adults cold. Exam questions frequently present a student’s fitness goal and ask which FITT prescription is most appropriate. Know that the guidelines call for 60 minutes of moderate-to-vigorous activity daily for youth (ages 6–17) and 150–300 minutes of moderate-intensity or 75–150 minutes of vigorous-intensity aerobic activity per week for adults.
- For Testlet 507, the social determinants of health (SDOH) framework and the chain of infection are the two highest-priority topic clusters. Be able to identify the five SDOH domains from Healthy People 2030 and explain how they create health disparities. For disease prevention, practice applying the chain of infection — identify which link in the chain a given prevention strategy breaks, and which mode of transmission a given disease uses. Know the macronutrient caloric densities (carbs and protein = 4 kcal/g; fat = 9 kcal/g) and how to read a nutrition label.
- For Testlet 508, suicide prevention content is among the highest-stakes tested material — know the warning signs, risk factors, protective factors, and the teacher’s response protocol. The ACT model (Acknowledge, Care, Tell a trusted adult) and the principle of never promising confidentiality when a student expresses suicidal ideation are both tested. Also know the DECIDE decision-making model, SMART goal criteria, and the eight National Health Education Standards (particularly Standard 8 on advocacy).
- For Testlet 509, know the eight NHES and the five SHAPE America National Standards for K–12 Physical Education, as well as the major behavior change theories (Health Belief Model, Transtheoretical Model) and how they inform instructional design. Practice applying backward design to a health or PE lesson: start with the NHES or SHAPE standard you want to meet, design an assessment that would demonstrate that standard, then plan instruction to prepare students for that assessment. Understand why SHAPE America recommends standards-based (not effort/participation-based) grading in physical education.
Frequently Asked Questions
Answers sourced from the official GACE 737 test page.
How many questions are on the GACE Health and Physical Education (737)?+
The GACE Health and Physical Education (737) has 120 selected-response questions across five testlets: Testlet 326 Physical Literacy and Movement Skills (30q, 45 min), Testlet 327 Physical Activity (20q, 30 min), Testlet 507 Health Promotion and Disease Prevention (20q, 30 min), Testlet 508 Skills for Enhancing Health and Reducing Risks (30q, 45 min), and Testlet 509 Health and Physical Education Program (20q, 30 min). The combined time limit is 3 hours.
What is the passing score for the GACE Health and Physical Education (737)?+
The passing score is 220 on a scaled score range of 100–300. There is no penalty for wrong answers — always answer every question. An unofficial score is displayed immediately after the exam; official scores are released approximately 3 weeks after the testing window closes. Verify current requirements at gapsc.com.
How much does the GACE Health and Physical Education (737) cost?+
The combined fee for all five testlets in one appointment is $169. An additional $50 fee applies at international testing sites. Individual testlets may be taken separately — verify per-testlet fees at gace.es.pearson.com/test/737. Register via your GaPSC MyPSC account at mypsc.gapsc.org.
What are the five testlets on the GACE Health and Physical Education (737)?+
326 — Physical Literacy and Movement Skills (30q, 45 min): motor development, physical literacy, motor learning principles, movement skills for games, sports, dance, outdoor pursuits, aquatics, and cooperative activities.
327 — Physical Activity (20q, 30 min): health-related and skill-related fitness components, FITT principles, lifelong physical activity promotion and strategies.
507 — Health Promotion and Disease Prevention (20q, 30 min): social determinants of health, disease prevention, anatomy and physiology, nutrition and nutrition labels.
508 — Skills for Enhancing Health and Reducing Risks (30q, 45 min): health risk factors, mental and emotional health, healthy relationships, safety, decision-making, goal-setting, conflict resolution, and advocacy.
509 — Health and Physical Education Program (20q, 30 min): health literacy, behavior change theories, evaluating health information, curriculum and instructional design, assessment, and professional responsibilities.
327 — Physical Activity (20q, 30 min): health-related and skill-related fitness components, FITT principles, lifelong physical activity promotion and strategies.
507 — Health Promotion and Disease Prevention (20q, 30 min): social determinants of health, disease prevention, anatomy and physiology, nutrition and nutrition labels.
508 — Skills for Enhancing Health and Reducing Risks (30q, 45 min): health risk factors, mental and emotional health, healthy relationships, safety, decision-making, goal-setting, conflict resolution, and advocacy.
509 — Health and Physical Education Program (20q, 30 min): health literacy, behavior change theories, evaluating health information, curriculum and instructional design, assessment, and professional responsibilities.
When will I receive my GACE Health and Physical Education (737) score?+
An unofficial score is displayed immediately after you complete the exam. Official scores are released approximately 3 weeks after the testing window closes. If you choose to cancel your scores at the end of the session, they cannot be reinstated.
How do I register for the GACE Health and Physical Education (737)?+
Registration requires two steps: (1) Create a GaPSC MyPSC account at mypsc.gapsc.org, obtain your Georgia certification ID, and submit a request for testing eligibility. (2) Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/737. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025.
Is there a penalty for wrong answers on the GACE Health and Physical Education (737)?+
No. Your score is based solely on correct answers — there is no penalty for incorrect responses. Always answer every question and never leave one blank. Some questions are unscored pretest items embedded in the exam; they do not affect your score but are not identified as such.
Ready to Start Practicing?
Adaptive practice questions covering all five testlets — Physical Literacy and Movement Skills (326), Physical Activity (327), Health Promotion and Disease Prevention (507), Skills for Enhancing Health and Reducing Risks (508), and Health and Physical Education Program (509) — aligned to the official GACE 737 blueprint. Testlet-level analytics so you know exactly where to focus.
Get Free Access — No Credit Card NeededSources: GACE Health and Physical Education (P–12) (737) official test page — gace.es.pearson.com/test/737 (Evaluation Systems of Pearson, 2025–26); GaPSC — Georgia Professional Standards Commission — gapsc.com; SHAPE America — National Standards for K–12 Physical Education — shapeamerica.org; National Health Education Standards (NHES) — shapeamerica.org; Physical Activity Guidelines for Americans, 2nd ed. (2018) — health.gov, U.S. Department of Health and Human Services; Healthy People 2030 (social determinants of health) — health.gov, Office of Disease Prevention and Health Promotion; CDC Physical Activity — cdc.gov; American College of Sports Medicine (ACSM) Exercise Guidelines. GACE® is a registered trademark of the Georgia Professional Standards Commission. Evaluation Systems is a division of Pearson. Not affiliated with or endorsed by GaPSC, Pearson, or any state licensing agency. Always verify current requirements at gapsc.com.
Last Updated: August 16, 2026