Physical Education

Bill Bowe

Physical Education Lead Teacher

Mr. William Bowe

The mission of the Physical Education Department is to play an essential role in the development of students by engaging in and understanding the importance of personal health, lifetime fitness, recreation and sport through necessary physical, social, emotional and cognitive skills.

  • Physical Education creates an authentic learning experience of a wide variety of physical skills which fosters an appreciation for lifelong fitness
  • Physical Education promotes an appreciation and understanding of a safe and healthy environment
  • Physical Education promotes knowledge of community resources available to continue pursuing lifelong physical activity

As a result of their participation in the Canandaigua Physical Education program, students will be able to independently…..

  • Stay active and healthy throughout their lifetime
  • Develop skills and strategies in the areas of cooperation, teamwork and fair play
  • Thoughtfully engage in problem solving and positive decision making
  • Develop an appreciation for rules, concepts and strategies through activity and authentic game play
  • Apply skills learned to real life experiences

The consistent threads that run through our K-12 Canandaigua Physical Education program are…..

Personal Health and Fitness

  • Regularly engaging in the five fitness components will promote lifelong health and well-being.
  • Participation in sports and activities will harness skill development encouraging lifelong engagement.
  • Team and individual activities will call on the development in the psychomotor, cognitive and affective domain.
  • Understanding healthy nutritional concepts will aid in developing a fit lifestyle.

A Safe and Healthy Environment

  • Regularly Communication plays an intricate role in personal safety and enjoyment.
  • Understanding risks and personal responsibility while following directives will lead to injury prevention.
  • Establishing a safe and welcoming environment will lead to a healthy physical, social and emotional experience for all abilities.

Resource Management

  • Learning about health and wellness professions promotes possible career opportunity exploration.
  • Exploring school and community based recreational and competitive activities will foster lifelong physical activity and engagement.

Primary Elementary School

Our department will teach your child many of the physical, cognitive and social skills necessary to maintain a healthy lifestyle. Our mission is to teach students about the importance of personal health and lifetime fitness. It is recognized that developing and practicing positive decision making in terms of personal fitness and wellness are inherent in leading a happy, healthy and productive life. A wide variety of activities are utilized to support the development of a Physically Educated Student. Emphasis is placed on advancing mutual respect, understanding of individual differences, sportsmanship and fair play.


Canandaigua Primary-Elementary School Rubric

Skills

Fall
Winter
Spring
Kicking Hopping Throwing
Galloping
Skipping

Locomotion Rubric

Skill

1

2

3

Hopping

The student is able to jump off of only 2 feet and often does not land with knees bent.

The student can jump off of 1 or 2 feet and land with knees bent.

The student can jump off of 1 or 2 feet, land with knees bent, and perform several jumps in a row with correct form.

Galloping

The student does not keep 1 foot in front of the other while moving.

The student can keep 1 foot in front of the other while moving.

The student can keep 1 foot in front of the other with a rhythmic movement.

Skipping

The student is not able to drive alternating knees in the air while moving.

The student is able to drive alternating knees in the air while moving.

The student is able to drive alternate knees in the air while moving and their arms are rotating against their knees.

Throwing Rubric

Grade

1

2

3

K

The student does not step with opposition when attempting to throw a ball.

The student steps with opposition when throwing a ball.

The student steps with opposition when throwing a ball and demonstrates all 4 cues (T, Ear, Step, Throw)

1st

The student does not step with opposition while attempting to throw a ball and does not know the 4 cues (T, Ear, Step, Throw).

The student steps with opposition and demonstrates all 4 cues (T, Ear, Step, Throw)

The student stands sideways to their target, steps with opposition and transfers weight. Demonstrates all 4 cues (T, Ear, Step, Throw)

2nd

The student does not step with opposition while attempting to throw a ball and does not know the 4 cues (T, Ear, Step, Throw).

The student stands sideways to their target, steps with opposite foot, and transfers weight. Demonstrates all 4 cues (T, Ear, Step, Throw)

The student stands sideways to their target, steps with opposite foot, transfers weight. They demonstrate all 4 cues (T, Ear, Step, Throw) and are able to hit a desired target.

Kicking Rubric

Grade

1

2

3

K

The student does not step with opposition when attempting to kick an object.

The student steps with opposition when attempting to kick an object.

The student steps with opposition and can kick a stationary object.

1st

The student does not step with opposition and/or cannot kick a stationary object.

The student steps with opposition and can kick a stationary target.

The student steps with opposition and can kick a moving target.

2nd

The student does not step with opposition and/or cannot kick a moving object.

The student steps with opposition and can kick a moving target.

The student steps with opposition and can run up to a moving target and make contact.

Behavior Rubric

1

2

3

Effort

Participates only if he/she enjoys the activity. Rarely attempts to learn new skills. Does not demonstrate listening skills and struggles to follow directions.

Gives his/her very good effort even if he/she doesn’t enjoy the activity. Attempts to learn the necessary skills. The student demonstrates listening skills and follows directions most of the time.

Consistent in giving best efforts. Strives to improve on learned skills. The student always demonstrates listening skills and follows directions.

Attitude

Has neutral attitude or disturbs the harmony of the group. Typically disruptive and is generally uninvolved. Demonstrates poor sportsmanship.

Demonstrates a positive attitude and is usually attentive.

Almost always demonstrates good sportsmanship.

Leads others to improve. Always demonstrates an extremely positive attitude and is a role model. Always demonstrates good sportsmanship.









Middle School

The objective of the Middle School Physical Education Program is to give students the opportunity to participate in a variety of team and individual sports. Students will continue to develop sport specific skills to be successful in modified game play. Students work to implement strategy within modified game play. Sportsmanship, respect and knowledge of how sport and physical activities relate to a healthy lifestyle continue to be a major focus.

High School

The overall objective of the Academy Physical Education program is to create, teach, and apply healthy lifestyles.Physical Education is an integral part of the total program at the Academy. Students must earn two credits of Physical Education in order to fulfill graduation requirements. Students participate in Physical Education on an alternating day basis. Adaptive Physical Education is available for students with handicapping conditions as specified in the IEP.The Physical Education program is modified on a yearly basis in order to introduce students to a variety of sports and lifetime recreational activities. There is an aquatics component to all Physical Education courses both in the Fall and Spring semesters.

Students who fail to fulfill the Physical Education requirement during the school year will be encouraged to earn the required credit in summer session if the program is available.

9TH/10TH GRADE BOYS Physical Education

Full Year (.50 Credits) Grades 9-10

This course is broken down into a Fall and Spring program in which students will earn .25 credits per semester. Units will include: Aquatics & Hands Only CPR, Physical Fitness Testing, Archery, Badminton, Pickleball, Golf, Aerial Football, Soccer, Softball, Speedball, Ballroom & Square Dancing, Project Adventure, Team Handball, Floor Hockey, Table Tennis, Ultimate Frisbee, Volleyball, Weight Training and Wellness.

9TH/10TH GRADE GIRLS Physical Education

Full Year (.50 Credits) Grades 9-10

This course is broken down into a Fall and Spring program in which students will earn .25 credits per semester. Units will include: Aerobics, Aquatics & Hands Only CPR, Physical Fitness Testing, Archery, Badminton, Golf, Pickleball, Table Tennis, Basketball, Football, Floor Hockey, Lacrosse, Soccer, Softball, Speedball, Ballroom & Square Dancing, Tennis, Volleyball, Ultimate Frisbee, Weight Training and Wellness.

Fitness

Half Year (.25 Credits) Grades 11-12

Students will participate in a variety of activities based on improvement and maintenance of personal fitness level. Students will learn and participate in cardiovascular, strength, flexibility, nutrition and mental health activities throughout the semester. Students will develop a personal fitness plan that will stay with them for a lifetime. Possible activities may include: Aerobics, Aquatics & Hands Only CPR, Core Training, Plyometrics, Weight Training, Body Composition, Nutrition, Exercise Bands & Balls, Flexibility, Yoga and Pilates.

Individual / Dual Activities

Half Year (.25 Credits) Grades 11-12

Students will participate in a variety of activities that are based around individual play. Students will learn rules, strategies, scoring, refereeing and etiquette throughout the semester. Fair play will be stressed during each activity. Possible activities may include: Pickleball, Tennis, Frisbee, Golf, Aquatics & Hands Only CPR, Archery, Badminton, Table Tennis and Lawn Games.

Outdoor Education

Half Year (.25 Credits) Grades 11-12

Students will participate in a variety of activities that are done in the outdoors. Students will learn skills, safety, maintenance and etiquette throughout the semester. Students will develop a sense of respect and appreciation for activities done in an outdoor setting. Possible activities may include: Project Adventure & Cooperative Games, Mountain Biking, Hiking & Backpacking, Camping, Snow Shoeing, Aquatics & Hands Only CPR, Archery, Orienteering, Shelter Building and Outdoor Games.

Team Games

Half Year (.25 Credits) Grades 11-12

Students will participate in a variety of activities that are team oriented. Students will learn rules, strategies, scoring, skills and etiquette throughout the semester. Cooperation and teamwork will be stressed during each activity. Possible activities may include: Soccer, Aerial Football, Basketball, Speedball, Volleyball, Aquatics & Hands Only CPR, Team Handball, Floor Hockey, Ultimate Frisbee and Softball.

Canandaigua City School District - Physical Fitness Scales

Every K-12 student was measured in each of the fitness areas: Pacer, Situps, and Pushups. The results were grouped by grade level and then by gender and percentiles were calculated.

To read the fitness scale, find the desired scale (Pacer, Situps, or Pushups) and gender (male, female). Follow across the top of the scale to view the percentiles for the student's grade level which are listed down the left hand side of the scale. Percentiles were calculated for each decile; the 10th percentile, 20th percentile, etc. up to the 100th percentile.

Each number represents the value (e.g. number of pushups) that a student would need to attain to be higher than that column's percent of students. For instance, the Female Pushup percentiles chart indicates that, for 8th grade girls, if a student was able to perform 10 pushups, that would put her in the 80th percentile; meaning she attained a higher number of pushups than 80% of other 8th grade girls.

How these percentiles were calculated: For every value that was recorded for each measure (e.g. pushups), a percentile was calculated by counting the number of students who performed lower than that value. That count was divided by the total number of students in that grade level of that gender. All of the calculated percentiles were put in order and at each 10 point interval (10%, 20%, 30%, etc.), that number was recorded on the percentile chart.

Our gender specific percentile charts were calculated from a sample of about 150 kids at each grade level (i.e. approximately 150 boys or 150 girls). Measuring a larger sample of students, impossible for us to do on our own, would increase the reliability of these charts.

PACER - Progressive Aerobic Cardiovascular Endurance Run

Female

Grade 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K 3 4 5 6 7 7 7 7 8 12
1 2 7 7 8 8 10 12 14 17 25
2 7 8 10 13 15 16 17 23 28 40
3 8 11 15 16 16 18 22 24 30 46
4 9 11 13 16 18 22 24 30 37 51
5 12 15 17 20 21 23 24 30 36 55
6 9 13 15 18 20 24 30
37 42 61
7 14 17 20 21 23 28 32 40 45 57
8 11 15 18 20 25 31 38 40 45 69
9 14 15 18 20 22 25 30 3342 60
10 12 14 16 20 22 25 30 32 40 64
11 10 14 18 20 22 26 30 36 46 81
12 9 12 17 20 21 25 30 30 40 88

Male

Grade 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K 2 5 6 7 7 7 8 9 10 33
1 0 58 8 9 10 12 15 18 39
2 8 9 1215 16 18 22 26 32 50
3 8 12 15 17 21 2426 32 41 56
4 9 12 16 17 21 28 34 40 50 59
5 9 14 20 22 26 32 37 42 50 69
6 9 10 14 16 20 26 31
40 49 70
7 9 12 17 21 23 30 35 41 53 70
8 10 15 20 25 30 35 42 50 61 75
9 20 25 31 38 41 45 51 57 68 87
10 16 25 32 40 46 51 60 70 80 106
11 18 26 30 34 38 41 46 54 63 110
12 15 23 30 31 36 40 44 51 62 116

Push up - Measuring upper body strength and endurance

Female

Grade 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K 0 0 0 0 0 0 0 0 1 4
1 0 0 0 0 0 0 0 0 1 7
2 0 0 0 0 0 0 1 2 5 28
3 0 1 2 4 5 7 10 11 15 24
4 0 0 1 2 4 6 7 10 12 25
5 0 1 2 3 4 6 8 11 15 60
6 0 1 2 3 5 8 10
12 16 33
70 1 2 3 4 6 9 12 18 30
8 0 0 2 3 4 6 7 10 15 60
9 0 0 1 2 3 6 9 1217 50
10 0 1 2 3 5 8 10 15 20 31
11 0 1 3 5 8 10 13 17 24 32
12 0 1 3 4 6 10 12 15 20 45

Male

Grade 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K 0 0 0 0 0 0 0 0 0 4
1 0 0 0 0 0 0 1 1 29
2 0 0 0 0 0 1 2 3 4 30
3 0 2 3 5 6 8 10 12 15 39
4 0 3 4 5 7 9 10 14 20 42
5 0 2 3 5 8 10 13 16 20 38
6 0 2 3 5 7 10 13
16 20 50
7 0 2 3 6 10 11 13 16 20 40
8 0 2 6 8 10 15 20 21 24 46
9 6 11 14 17 20 21 24 28 31 54
10 5 10 15 20 21 25 30 33 40 60
11 5 11 15 20 20 23 25 30 39 91
12 8 14 17 20 2022 26 30 39 61

Sit up - Measuring abdominal strength and endurance in 1 minute

Female

Grade 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K 0 0 0 1 3 4 8 10 16 23
1 2 4 6 8 10 13 15 18 23 46
2 4 7 10 14 16 20 22 25 30 59
3 10 16 19 21 23 24 26 27 29 35
4 15 17 20 23 25 28 30 34 37 54
5 16 19 21 24 26 28 29 31 35 48
6 14 20 21 23 25 27 29
30 34 46
7 16 20 23 24 26 27 30 32 35 41
8 19 21 23 25 27 30 32 34 38 50
9 22 26 29 30 32 34 36 3842 58
10 20 23 28 30 33 35 37 42 45 58
11 19 24 27 30 32 34 35 40 46 60
12 20 24 27 28 30 32 34 37 42 53

Male

Grade 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K 0 0 0 0 1 3 6 8 12 20
1 0 3 4 7 10 11 15 16 22 37
2 2 6 8 11 15 17 22 25 30 52
3 11 16 19 20 22 24 26 28 31 57
4 14 18 21 23 25 29 30 33 37 45
5 17 20 22 24 27 29 29 35 38 54
6 10 16 20 22 24 27 29
32 34 41
7 14 20 21 23 26 29 30 35 38 50
8 17 20 24 27 30 32 32 36 41 61
9 29 31 35 38 40 41 36 46 49 65
10 25 30 34 37 40 41 37 48 53 65
11 27 30 32 34 36 40 35 44 47 72
12 25 28 31 33 35 36 34 42 46 57

Canandaigua High School & Middle School Rubric

RESPONSIBILITY

  • Enters & leaves on time.
  • Changes into PE attire.

BEHAVIOR

  • Acts safely & follows all instruction.

POOR PARTICIPATION

  • Minimal effort.

GOOD PARTICIPATION

  • Good effort.

MAXIMUM PARTICIPATION

  • Maximum effort.
  • Utilizes instructed techniques.
1-Responsibility
2-Responsibility, Behavior
3-Responsibility, Behavior, Poor Participation
4-Responsibility, Behavior, Good Participation
5-Responsibility, Behavior, Maximum Participation