Physical Education

Instructional programs

Welcome to Guilderland Physical Education

[FrontPage Include Component]

General information

Department Mission
New York State Physical Education Learning Standards
Program Goals
Student Goals
2007-08 Department Staff Members
Fitness Assessment
High School Physical Education Program
Middle School Physical Education Program
Elementary Physical Education program - Please see individual elementary school websites by using the "Our Schools" button above.

Physical Education Cabinet

Cabinet mission statement
Cabinet members

Hooked on Health

Featuring information on community fitness activities, online health and fitness resources, monthly "factoids," and a calendar of upcoming fitness-related events from the Guilderland Central School District Hooked on Health Committee.

Sandra G. Morley Physical Education Student Leadership Awards

In 2007, the Capital Zone of the New York State Association for Health, Physical Education, Recreation and Dance celebrated its 22nd annual student leadership awards ceremony. For more information on the event held May 7, 2007 at Hudson Valley Community College, including a list of all Guilderland elementary and middle school students honored, please click HERE.

Online resources

Physical Education/Fitness/Health websites for parents

Department mission

Vesting students with the ability to live an active, healthy, and productive lifestyle. Back to top

New York State Physical Education Learning Standards

Standard #1: Personal Health and Fitness

Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical education activities and proficiency in a few select complex motor and sport activities. Students will design personal fitness programs to improve cardio-respiratory endurance, flexibility, muscular strength, endurance, and body composition.

Standard #2: A Safe and Healthy Environment

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

Standard #3: Resource Management

Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

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1-12 Program goals

Our physical education program goals, derived from the NYS Physical Education Learning Standards, give direction to, set the stage for, and encourage all that is important to the teacher's instruction and the learner's study of physical education in the Guilderland Central School District. The program is designed to educate the student through a sequence of experiences from first to twelfth grade. The elementary level uses a concept approach, middle school utilizes a sport/team approach and the high school integrates individual, team, and lifetime activities throughout the curriculum.

1. Health related physical fitness and wellness

The Physical Education program will provided the learner with successful experiences that enhance the development of a positive self-concept, skills with which to expand one’s confidence, assertiveness, independence, self-control and the ability to accept one’s strengths and limitations.

2. Self Concept

The Physical Education program will provide the learner with successful experiences that enhance the development of a positive self-concept, skills with which to expand one’s confidence, assertiveness, independence, self-control and the ability to accept one’s strengths and limitations.

3. Socialization

The Physical Education program will provide opportunities for the learner to develop appropriate social behaviors and interpersonal relationships through a variety of experiences.

4. Perceptual Motor Development

The Physical Education program will provide the learner with sensory experiences to be organized into meaningful information and applied to appropriate motor skills.

5. Developmental Concepts

The Physical Education program will provide the learner with experiences in developmental concepts that enhance participation in movement situations.

6. Specific Activity Skills

The Physical Education program will identify and develop specific activity skills that lead to successful participation in recreational and social lifetime activities.

7. Creativity Through Activity

The Physical Education program will provide the learner with opportunities to explore, create, and communicate through the medium of physical movement.

8. Enjoyment Through Play

The Physical Education program will provide an environment that fosters enjoyment of physical activity and play.

9. Informed Consumerism

The Physical Education program will provide the learner knowledge and skills necessary to make informed decisions in regard to the selection, acquisition and use of products, services and information related to games, sport and physical activity.

10. Cultural and Individual

The Physical Education program will recognize and emphasize respect for diversity. The learners will develop an awareness and appreciation of individual differences and likenesses such as mental and physical capabilities, gender, size, race, cultural and economic backgrounds.

11. Inter-discipline

The Physical Education program will apply skills from its discipline along with those of other academic disciplines to enhance critical thinking and show connection relationships.

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Student goals

Demonstrate a desire for lifelong participation in activity
Understand fitness/health
Demonstrate/understand teamwork and sportsmanship
Understand and be able to apply goal setting, make commitments and follow through
Understand and be able to problem solve and/or resolve conflicts
Understand the consequences of lifestyle choices
Enjoy movement
Be proficient in a number of activities
Be able to express themselves through movement
Understand and recognize self improvement, progression, development, and change
Understand a safe environment for activity
Be a risk taker

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2007-08 department staff members

Director of Health, Physical Education and Athletics	Wayne Bertrand
Assistant Director of Health, Physical Education and Athletics	Regan Johnson
Guilderland High School	Jessica Allen Allison (Dollar) Relyea Craig Jensen Barb Newton Lori Rafferty Bill Schewe Jason Usher Peter Wachtel
Farnsworth Middle School	Kim Buckley Frank Cacckello Jen (Maxwell) Ficarra Sean McConaghy Deb O'Brien Brian Torre
Altamont Elementary School	Casey Bardin Melanie Teats
Guilderland Elementary School	Colleen Mickle Don Favro
Lynnwood Elementary School	Casey Bardin Mike Schaffer
Pine Bush Elementary School	Mark McDonald Brian Torre
Westmere Elementary School	Anne Reed-Best Tom Schwan

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Fitness Assessment

Guilderland's Fitness Mission is to assist in making healthy lifestyle choices in order to develop, maintain, and improve personal fitness levels as part of a lifelong process. The "Guilderland Fitness Assessment" measures the fitness of a student in five areas: cardio vascular endurance, body composition (BMI), flexibility, abdominal strength and endurance, and upper body strength and endurance. "Healthy Zones" are listed for boys and girls and should be used as guides by the students in assessing their fitness levels. Norms are derived from the Physical Best and Fitnessgram Programs.

Cardio Vascular Endurance	This is a 1/4 mile run/walk for first graders, a 1/2 mile run/walk for second graders, and a 1 mile run/walk for third through twelfth graders. The students are encouraged to pace themselves and to keep moving as to give their best performance.
Body Composition (BMI)	The Body Mass Index (BMI) number listed on the card indicates the level a student is at concerning the makeup of his/her body. This test shows a relationship of muscle, bone and fat to the total composition of the body. A fairly wide range is noted to take into account that we are all different. If a student is anywhere within the range it should indicate that he/she is either exercising adequately, eating properly, has an active metabolism, or all three. If a student is above or below the norms, then eating and exercising should be addressed sensibly. A discussion with Physical Education teachers can be arranged to alleviate any concerns. Some older children who are within the range have talked of pursuing a lower number by sacrificing meals to become "skinner." This can be dangerous since healthy food is a building block to good growth. During Physical Education class, we discuss the difference between being too thin and being fit...striving to achieve a healthy level of "fitness" for mind and body.
Flexibility	This test measures the flexibility of the lower back and hamstring (back of thigh) muscles. It is administered utilizing a sit and reach chair. A standard of 25 cm. is the norm for all ages. (This is equivalent to touching toes with straight legs.)
Abdominal Strength and Endurance	A "cadence" cassette tape is used to administer abdominal strength and endurance test. The students perform bent knee curl-ups while the hands move forward and touch knees while keeping their arms straight. Students are encouraged to give their best effort while maintaining proper form.
Upper Body Strength and Endurance	A "cadence" cassette is also used to administer the push-up test. To ensure proper form (arms shoulder-width apart, straight body), each student must touch his/her chin to a paper cup placed between and even with the fingertips. Students are encouraged to give their best effort while maintaining proper form.

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Physical Education Cabinet mission statement

The Physical Education cabinet provides a forum for discussion, development, and implementation of the district wide curriculum and program goals in the best interest of the Guilderland students. Using a shared decision making model, the cabinet members, as representatives of the district staff, will make policy relative to program and curriculum. It is the responsibility of each staff member to contribute and communicate their concerns and/or ideas to foster two-way communication between staff and cabinet. Back to top

2007-08 Physical Education Cabinet members