Elementary Physical Education

 

The PYLUSD Elementary Physical Education program is a K-6 course of study that aims to educate THROUGH, WITH, and IN the "physical."  

 

By "physical," we essentially mean "body:" our bodies are the essential feature of Physical Education that distinguishes it from all other subjects.  Of course, all other subjects rely upon our bodies as well, but the emphasis and focus on and through our bodies is what makes PE uniquely educational.  

 

Our curriculum is developmentally-appropriate and is based on the California PE Framework and State Standards.  It is also one of the longest standing Elementary PE Programs in the state of California (over 34 years old!!)!

 

 

 

Each K-6 Elementary student in the PYLUSD receives Physical Education 2 times per week, 50 minutes per period.  That amounts to 100 minutes per week, 200 minutes per 2 weeks (CA law requires 200 minutes of PE every 10 days for students in grades 1-6).

 

PE schedules vary from school to school.  For more information on specific PE schedules, check your school's website. 

 

 

The WHO: 

 

The Elementary PE Program is comprised of 14 fully-credentialed PE Teachers, and more than 15 Instructional Aides.  Our teachers have been teaching a combined 225 years (roughly)!!  That's an average of 16 years per teacher!

 

 

 

The purpose of the Elementary PE Program is to help enhance every student's capability for living well together.  Put another way, by educating THROUGH/WITH/IN the physical, we aim to help students engage with the world more fluently, productively, and enjoyably.  

 

Fitness, performance, and sport skill are parts of our program, but they are not the reason for the program. It is the development of personal and social well-being that we are after.

 

 

 

The Elementary Program aims to use a developmentally-appropriate, play-based, inclusive curriculum and approach.  

 

It aims to provide meaningful, enjoyable, and challenging educational experiences for all students, focusing on structures and routines, purposeful lessons, and student engagement.

 

Finally, it is the program's priority to make sure every student feels noticed, needed, and nurtured.

 

A few important areas of importance for us include:

 

• Movement Skill and Knowledge: Every child is provided with the opportunity to explore, practice and enhance movement skills and knowledge appropriate for their developmental level. The selected activities provide the basis for learning and analyzing functional movement. 

• Self-Image and Personal Development: Students are encouraged to be confident risk takers, realistic goal setters, and evaluators of their own abilities. The understanding of how they move and why they move contributes to the development of functional movers who understand and manage their own ability and appreciate the different abilities of others. 

• Social Development: Activities are designed to help students develop self-control, leadership skills, and cooperative behaviors.