Our purpose is to become physically educated; to become stronger; to have fun; to be healthy; to live an active life; to get pumped up; to get muscles; to build strong bones; to exercise; to be fit; and not to be a couch potato.

Grading Rubric for Physical Education
PARTICIPATION/PROJECT (80%)


Q = Quality Achievement (98)

            Demonstrates age appropriate skill development
            Consistently shows good sportsmanship and self-control
            Consistently shows respect for others and teamwork
            Follows directions the first time given
            Actively participates in all activities

            M = Meets Standards (90)

            Making satisfactory progress in skill development
            Usually shows good sportsmanship and self-control
            Usually shows respect for others and teamwork
            Usually follows directions the first time given
            Actively participates in most activities   

 P = Progressing toward Standards (82)

          Needs more skill practice
            Sometimes shows good sportsmanship and self-control
            Sometimes shows respect for others and teamwork
            Sometimes follows directions
            Participates in some activities

 L = Little or No Progression toward Standards (74)

          Shows little understanding of skill
            Rarely shows good sportsmanship and self-control
            Rarely shows respect for others and teamwork
            Rarely follows directions 
            Rarely participates in activities

*Each teacher has full authority to add two points or take two points away as assessment of each individual child’s daily grade is necessary.

 Grading Rubric for Physical Education
Skills Assessment (20%)

Q = Quality Achievement (93-100)

            Demonstrates age appropriate skill development
            Consistently shows good sportsmanship and self-control
            Consistently shows respect for others and teamwork
            Follows directions the first time given
            Actively participates in all activities

            M = Meets Standards (85-92)

            Making satisfactory progress in skill development
            Usually shows good sportsmanship and self-control
            Usually shows respect for others and teamwork
            Usually follows directions the first time given
            Actively participates in most activities     

P = Progressing toward Standards (77-84)

          Needs more skill practice
            Sometimes shows good sportsmanship and self-control
            Sometimes shows respect for others and teamwork
            Sometimes follows directions
            Participates in some activities

 L = Little or No Progression toward Standards (70-76)

          Shows little understanding of skill
            Rarely shows good sportsmanship and self-control
            Rarely shows respect for others and teamwork
            Rarely follows directions 
            Rarely participates in activities

Philosophy of Education  

            My philosophy of education is to teach students toward the psychomotor, cognitive, and affective domains.  I will do this by including the six National Standards and the grade level performance indicators (PI’s) provided by the South Carolina Physical Education Assessment Program (SCEAP) in every lesson.  These standards and PI’s hold me accountable for teaching the next generation of leaders in our world.  While the National Standards are my main focus in teaching, I understand that in today’s society teachers are expected to teach students about respect and other situations they may come across in and outside of the school setting.
    The focus of the National Standards includes lifelong and health-related fitness.  Students should become competent in two or more movement forms by progressing through the game stages and using developmentally appropriate activities.  Students should also stay physically fit throughout their life.  To help students learn and understand the daily lessons better, I will allow for maximum practice time, good student and teacher demonstrations, and specific cues that will improve student performance.  Health-related fitness would be integrated in every lesson through the warm-up, activity, and cool-down periods to help students score in the healthy fitness zone on the FITNESSGRAM test.
    Cognitively the students will be able to apply the knowledge given to maintain a healthy lifestyle using the F.I.T. principle learned in class.  Students will learn how to develop their own fitness training programs and be able to show others how to design appropriate fitness prescriptions.
    The affective learning domain will be incorporated by using partners and groups in some lessons, especially when skills that need good communication are involved.  Students will be successful in my physical education class, which will increase their self-esteem and make them feel better about their overall self-respect.  This domain will be reinforced with class rules targeting respect.
    I am dedicated to making a difference in each and every student’s life.  Students will have every opportunity to become lifelong physical fitness participants.  My goal is to be a successful teacher by encouraging and motivating young people to become physically fit and by helping them develop in the physical, cognitive, and affective domains of learning physical education.