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New York State Learning Standards for Physical Education

 

Standard 1: Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

  • perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities.

  • design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

Elementary

  • participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area

  • develop physical fitness skills through regular practice, effort, and perseverance

  • demonstrate mastery of fundamental motor, non-locomotor, and manipulative skills, and understand fundamental principles of movement

  • understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body composition

  • demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness

  • understand the relationship between physical activity and individual well being

Middle School

  • demonstrate competency in a variety of physical activities (games, sports, exercises) that provide conditioning for each fitness area

  • know that motor skills progress in complexity and need to be used in the context of games and sports with additional environmental constraints

  • combine and integrate fundamental skills and adjust technique based on feedback, including self-assessment

  • understand the relationship between physical activity and the prevention of illness, disease, and premature death

  • develop and implement a personal fitness plan based on self-assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity

  • develop leadership, problem solving, cooperation, and team work by participating in group activities

High School

  • demonstrate proficiency in selected complex physical activities (games, sports, exercises) that provide conditioning for each fitness area

  • establish and maintain a high level of skilled performance, demonstrate mastery of fundamental movement forms and skills that can contribute to daily living tasks, and analyze skill activities

  • make physical activity an important part of their life and recognize such consequent benefits as self-renewal, greater productivity as a worker, more energy for family activities, and reduction in health care costs

  • use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities

  • know the components of personal wellness (nutrition and weight control, disease prevention, stress management, safety, and physical fitness), establish a personal profile with fitness/wellness goals, and engage in appropriate activities to improve or sustain their fitness

  • follow a program that relates to wellness, including weight control and stress management

  • demonstrate competence in leading and participating in group activities

Standard 2: A Safe and Healthy Environment

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

  • demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication

  • be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants

Elementary

  • contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities

  • come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment

  • work constructively with others to accomplish a variety of goals and tasks

  • know how injuries from physical activity can be prevented or treated

  • demonstrate care, consideration, and respect of self and others during physical activity

Middle School

  • understand the risks of injury if physical activity is per-formed incorrectly or performed in extreme environmental conditions, and recognize the importance of safe physical conditions (equipment, facilities) as well as the emotional conditions essential for safety

  • develop skills of cooperation and collaboration, as well as fairness, sportsmanship, and respect for others

  • work constructively with others to accomplish a goal in a group activity, demonstrating consideration for others involved

  • understand the physical and environmental dangers associated with particular activities and demonstrate proper procedures for safe participation in games, sports, and recreational pursuits

  • understand the role of physical activity, sport, and games as a balance between cooperative and competitive behaviors and as a possible arena in which to develop and sharpen leadership and problem solving skills, and understand the physical, emotional, and social benefits of participation in physical activities

High School

  • know the potential safety hazards associated with a wide variety of games and activities and are able to prevent and respond to accidents

  • demonstrate responsible personal and social behavior while engaged in physical activities

  • accept physical activity as an important part of life. Self-renewal, productivity as a worker, energy for family activities, fitness, weight control, stress management, and reduction in health-care costs are understood as benefits of physical activity

  • create a positive climate for group activities by assuming a variety of roles

  • understand the physical, social, and emotional benefits of physical activity and can demonstrate leadership and problem solving through participation in organized games or activities

Standards 3: Resource Management

Students understand and be able to manage their personal and community resources

  • will be aware of and able to access opportunities available to them within their community to engage in physical activity

  • be informed consumers and be able to evaluate facilities and programs

  • be aware of some career options in the field of physical fitness and sports

Elementary

  • know that resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time

  • become discriminating consumers of fitness information, health-related fitness activities in their communities, and fitness and sports equipment

  • demonstrate the ability to apply the decision making process to physical activity

 Middle School

  • should be informed consumers, aware of the alternatives available to them within their communities for physical activity and should be able to evaluate facilities and programs available

  • demonstrate the ability to locate physical activity information, products, and services

  • know some career options in the field of physical fitness and sports

High School

  • recognize their role as concerned and discriminating consumers of physical activities programs and understand the importance of physical activity as a resource for everyone regardless of age or ability

  • recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community

  • identify a variety of career opportunities associated with sports and fitness and understand the qualifications, educational requirements, and job responsibilities of those careers