Quality Physical Education & Health

The purpose of the Web site is to provide parents and students with information about the physical education/ health program in general as well as special events and programs offered. The site is run by PE teachers Ms. Weidmyer and Mrs. Hutton. On this site you will be provided with information about the importance of physical education/health and leading an active lifestyle. You will also learn about what skills your children will be focusing on for the month.

Ms. Weidmyer Schedule

Monday - 221, 522, 122, 421

Tuesday - 020, 522, 420, 420/942, 940

Wednesday - 221, Pre-K 1, 122, 421

Thursday - Pre-K 1, Pre-K 2, 420/942, 220

Friday - Pre-K 2, 522, 020, 220

Mrs. Hutton Schedule

Monday - 021, 521, 321, 320

Tuesday - 121, 520, 120, 321

Wednesday - 022, 320, 521, 940

Thursday - 121, 021, 520, 940

Friday - 120/940 (Grade 1/2 students) , Pre-K 1, 022, 121

We work very hard each day to give your child(ren) the best physical and emotional experience in the numerous activities we teach to them. We strive towards children learning something new, achieving a new goal, or doing something they have never done before! During physical education, students practice the knowledge and skills they learn through physical activity, which is defined as any bodily movement that results in energy expenditure. Students also engage inexercise — any physical activity that is planned, structured and repetitive — for the purpose of improving or maintaining one or more components of fitness. It is important to clarify the common technical language used in physical education; the terms physical education, physical activity and exercise often are used interchangeably but clearly, they define three very different things.

Our Vision....

Our vision is that every student when leaving or moving up a grade, will be proficient mover, demonstrate strong character, collaborate effectively with peers, think critically, and become advocates for family and friends in promoting the value of a healthy lifestyle. Additionally, these students will have the ability to develop skills that they will use for a lifetime. During your childs physical education class he or she will focus on the three domains of learning: cognitive or mental skills related to the knowledge of movement; affective, which addresses growth in feelings or attitudes; and psychomotor, which relates to the manual or physical skills related to movement literacy

Physical Education Standards

This Month In #PhysEd #Health

Grades K-2: Our first kindergarten and 1st grade unit is safety and locomotor skills.Students will work on a variety of activities that help teach some of the basic procedures and routines of the gym - starting & stopping on the signal, traveling safely in general space, using equipment safely in personal space and sorting equipment.

During our locomotor unit students will perform locomotor skills which include: walking, running, skipping, galloping, hopping, jumping, sliding, and walking backwards. Students are learning these skills at it could take lots of practice to develop the skills necessary to complete all of the locomotor skills.

    • A walk is a slow locomotor skill where one foot is always on the ground. As the left foot is on the ground the right foot is in the air moving forward. Then the right foot makes contact with the heal first as the left foot moves forward in the air.
    • A run is a faster locomotor skill. During a run, the feet are both in the air at the same time. The feet alternate moving forward during the skill.
    • Skipping is a locomotor skill that requires the students to alternate their motion from the left side to the right and then continue to alternate from left to right. Students can help learning the skills by using the phrases "Step on a Bug, Hop on a Frog." The students will step with their left foot, then hop on their left foot, then step on their right foot and then hop on their right foot. This will continue alternating from the left to the right for the entire time of skipping.
    • Galloping is a skill that can be performed with either foot as the lead. One foot is placed in front of the opposite foot. The front foot takes a large step forward while the second foot stays in place. The back foot then takes a step forward but always stays behind the front foot.
    • Hopping is a one footed skill. Students stand on one foot and will hop with the one foot. The opposite foot is bent at the knee and trailing behind the back of the student.
    • Jumping is a two footed skill. Students will stand with both feet together and will jump with both feet together. The students should work on using their knees as shock absorbers so that they can protect themselves from injury.
    • A slide is a sideways movement. The students will move to their right or their left with the appropriate shoulder leading the direction of the slide. If they are moving to the left, the left shoulder will be leading the motion. The left foot will reach out to the left side to take a step. The right foot will then take a step next to the left foot. Students should be taught not to touch their shoes during this skill as it can cause them to trip.
    • Walking backwards is a slow movement. The students will need to turn their heads to watch where they are going. Students should be instructed to step one foot directly behind the opposite foot to move themselves backward.

Grades 3 - 5: Students in grades 3-5 are participating in a Cooperative Activities Unit. Students are playing games ​that focus on getting students to work together, problem solve, communicate, and learning to deal with failures. Each activity will focus on being able to find a partner or make group. These are skills that are important in my class as students are sometimes given the freedom to create their own teams/groups. Learning to accept and work with other players of differing abilities is an important life skill.

Assessments and Evaluations in #PhysEd #Health

Assessment is the systematic process of gathering information about students‚ learning in order to describe what they know, are able to do, and are working towards. The information collected from assessment allows us to describe each student's achievement in regards to learning and performance. This information is used for the following purposes:

  • To provide students with information on their progress and status
  • To motivate students to improve their performance
  • To make a judgment about the effectiveness of teaching
  • To provide the teacher information on the current status of students in relation to objectives
  • To evaluate the curriculum
  • To place students in the appropriate instructional group
  • To provide the physical education teacher objective information on the students‚ status for grading purposes

Students in our Physical Education program are constantly being assessed by teacher, self, and other students. We stress the fact that assessment and evaluations are not to be thought of as negative stress tests. We (student and teacher) see evaluation and assessments as an excellent way for students and teachers to improve their performance.

Examples of How We Assess and Evaluate in Physical Education:

  • skill rubrics
  • partner and individual skill checklists
  • teacher observation
  • pictorial analysis
  • article and response
  • group discussion
  • written movement sequences (word or pictorial
  • grade level goal charts/class goal chart
  • fitnessgram - pre test, mid test, post test
  • end of unit mini tests

Great Physical Education & Health Websites

Kids Health - The most visited website about kid's health - www.kidshealth.org

Food Group and Nutrition Information - www.choosemyplate.gov

Dole - The world's largest producer of fruits and vegetable - www.dole.com

Fuel Up to Play 60- This is a program that empowers children to make small, everyday changes, such as choosing good-for-you foods and getting at least 60 minutes of physical activity each day. - www.fueluptoplay60.com

New York City Physical Education Scope & Sequence