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Canandaigua City School District

One Community, Transforming Lives

Physical Education

A group of people in red and green shirts are on a field, possibly playing a sport.

Physical Education

A woman with long, wavy brown hair smiles at the camera, wearing a light purple t-shirt.

Physical Education Lead Teacher

Ms. Beth Aparo

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.

As a result of 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.

Canandaigua City School District - Physical Fitness Scales

Every K-12 student is measured in each of the fitness areas: Pacer, Sit-Ups, and Push-Ups. 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, Sit-Ups, or Push-Ups) and gender (male or 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 push-ups) that a student would need to attain to be higher than that column's percent of students. For instance, the Female Push-Up 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 push-ups than 80% of other 8th grade girls.

How these percentiles were calculated: For every value that was recorded for each measure (e.g. push-ups), 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.

  • 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 33 42 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 5 8 8 9 10 12 15 18 39
    2 8 9 12 15 16 18 22 26 32 50
    3 8 12 15 17 21 24 26 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

  • 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
    7 0 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 12 17 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 2 9
    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 20 22 26 30 39 61

  • 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 38 42 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

The consistent threads that run through our K-12 Canandaigua Physical Education programs are:

  • STANDARD 1. Demonstrates competency in a variety of motor skills and movement patterns.

    • Sport Skills and Games
    • Dance, Movement and Rhythmic Activities
    • Fitness Activities
    • Lifetime Activities

  • STANDARD 2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

    • Movement Concepts
    • Strategies & Tactics

  • STANDARD 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

    • Fitness Planning
    • Additional Health-Enhancing Behaviors

  • STANDARD 4. Exhibits responsible personal and social behavior that respects self and others.

    • Self-Awareness and Management
    • Social Awareness and Relationship Skills
    • Responsible Decision Making

  • STANDARD 5. Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression.

    • Overall Wellness
    • Challenge
    • Self-Enjoyment/Expression

  • STANDARD 6. Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall wellness.

    • Personal and Community Resources
    • Careers

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.

  • 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 3 cues (Twist, Step, Throw)
    1st The student does not step with opposition while attempting to throw a ball and does not know the 3 cues (Twist, Step, Throw). The student steps with opposition and demonstrates all 3 cues (Twist, Step, Throw) The student stands sideways to their target, steps with opposition and transfers weight. Demonstrates all 3 cues (Twist, Step, Throw)
    2nd The student does not step with opposition while attempting to throw a ball and does not know the 3 cues (Twist, Step, Throw). The student stands sideways to their target, steps with opposite foot, and transfers weight. Demonstrates all 3 cues (Twist, Step, Throw) The student stands sideways to their target, steps with opposite foot, transfers weight. They demonstrate all 3 cues (Twist, 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.

  • Team/Individual Sports Rubric

    Grade 1
    Demonstrates a lack of understanding of grade-level standard    		 2
    Progressing toward grade-level standard    		 3
    Consistently meets grade-level standard with independence
    3rd, 4th & 5th Skills are weak and need improvement. Student is unsure of proper techniques but is sometimes successful in executing them. Knows and tries to follow some rules of the game. Skills are adequate. Mostly uses proper techniques and is usually successful in executing them. Knows and tries to follow most rules of the game. Skills are superior. Uses proper techniques and is successful in executing them. Knows and always follows the rules of the game.

     
    Cooperative Games Rubric

    Grade 1
    Demonstrates a lack of understanding of grade-level standard    		 2
    Progressing toward grade-level standard    		 3
    Consistently meets grade-level standard with independence
    3rd, 4th & 5th The student does not cooperate well with others. Sometimes puts individual desires and needs ahead of the group’s needs. The student works well with the group most of the time. Provides group with ideas and is accepting of others ideas. The student is a leader and puts the needs of the group ahead of own personal needs.

     
    Gymnastics Rubric

    Grade 1
    Demonstrates a lack of understanding of grade-level standard    		 2
    Progressing toward grade-level standard    		 3
    Consistently meets grade-level standard with independence
    3rd, 4th & 5th The student struggles with basic movement concepts and provides little or no effort to try and improve. The student demonstrates a good knowledge of the skills and is able to perform skills most of the time. The student demonstrates excellent technique and flexibility in completing various skills.

     
    Dance/Rhythmic Movements Rubric

    Grade 1
    Demonstrates a lack of understanding of grade-level standard    		 2
    Progressing toward grade-level standard    		 3
    Consistently meets grade-level standard with independence
    3rd, 4th & 5th Student does not quite have the movements coordinated with the beats of the dance and makes frequent mistakes. Student is able to follow and move to the beats of the dance consistently with only one or two mistakes. Student is able to dance proficiently with the correct beat and rhythm to the music for the entire dance.

     
    Aquatics Rubric

    Grade 1
    Demonstrates a lack of understanding of grade-level standard    		 2
    Progressing toward grade-level standard    		 3
    Consistently meets grade-level standard with independence
    3rd, 4th & 5th The student is fearful of the water. Skills are weak and unsure of proper technique. Usually unsuccessful progressing through the water. Cannot do rhythmic breathing. The student is not fearful of the water and skills are adequate. Tries to use proper techniques and is often successful in executing them. Progresses through the water without fear. Beginning rhythmic breathing. The student’s skills are generally good. Frequently uses proper techniques and is successful in executing them. Progresses through the water with ease. Is mastering rhythmic breathing.


    Behavior Rubric 

    Grade 3rd, 4th, & 5th 1
    Demonstrates a lack of understanding of grade-level standard    		 2
    Progressing toward grade-level standard    		 3
    Consistently meets grade-level standard with independence
    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.

  • RESPONSIBILITY

    • Enters & leaves on time.
    • Wearing active clothing and appropriate shoes for PE.

    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, Minimal Participation
    4. Responsibility, Behavior, Good Participation
    5. Responsibility, Behavior, Maximum Participation
       

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 special needs 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.

  • 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 may include: Aquatics & Hands Only CPR, Physical Fitness Testing, Archery, Badminton, Pickleball, Golf, Aerial Football, Soccer, Softball, Speedball, Team Handball, Floor Hockey, Table Tennis, Ultimate Frisbee, Volleyball, Tennis, Biking, Hiking, Lawn Games, Weight Training and Fitness.

  • 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: Aquatics & Hands Only CPR, Pickleball, Tennis, Frisbee, Golf, Archery, Badminton, Table Tennis and Lawn Games.

  • 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: Aquatics & Hands Only CPR, Biking, Hiking, Snow Shoeing, Archery, Orienteering, Shelter Building and Outdoor Games.

  • Half Year (.25 Credits) Grades 11-12

    Students will participate in a comprehensive semester long exercise program. They will develop knowledge of correct exercise techniques and safety procedures, while establishing healthy lifestyle habits. Students will use the PLT4M web-based program, which provides the opportunity to follow professionally crafted fitness and performance programs and monitor their self-progress.

  • 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: Aquatics & Hands Only CPR, Soccer, Aerial Football, Basketball, Speedball, Volleyball, Team Handball, Floor Hockey, Ultimate Frisbee, Lawn Games and Softball.