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Physical Education

Timothy Horan, Director of Athletics, Physical Education, Health, and Recreation

Patricia Plompen, Senior Office Assistant

Lorraine Kolar, Senior Office Assistant

(631) 930-1540

Philosophy of Physical Education

Physical Education:

  • Is a required and state mandated program that serves as an integral component in the entire educational process.
  • Is based upon the acquisition of knowledge, skills, attitudes and values that are the foundation for engaging in physical activity.
  • Is a well-planned, sequential, developmental and age appropriate education program that promotes physical, mental, emotional and social well-being.
  • Is based on physical activities performed in an active, caring and supportive atmosphere in which every student is challenged and successful.
  • Provides students with disabilities a learning environment that is modified, when necessary, to allow for maximum participation.
  • Is the art and science of human movement and physiology.
  • Recognizes the differences in ability, interests and emotions, strengths and weaknesses of students and will provide an environment in which optimal lifelong development can take place.
  • Should allow students to develop a lifelong commitment to their own physical well-being, health and fitness, with a clear emphasis on fun, lifelong physical activities.
  • Provides each student with the opportunity to become a responsible, confident, competent and independent decision maker that will allow him or her to lead a positive, healthy and active life.


Quality Physical Education Programs Help Students…

  • Improve physical fitness by increasing cardio respiratory endurance, muscular strength, muscular endurance and flexibility.
  • Regulate and maintain weight.
  • Improved bone development and posture.
  • Reduce the risk of heart disease by counteracting the four major controllable risk factors of inactivity, high blood pressure, high cholesterol levels and smoking.
  • Acquire healthy active lifestyles and habits.
  • Improve academic performance, mental alertness, readiness to learn and enthusiasm for learning.
  • Improve self-esteem, interpersonal relationships, responsible behavior and independence.
  • Decrease the incidence of obesity, high blood pressure and diabetes.
  • Stimulate brain function and when integrated with interdisciplinary curriculum not only increases brain activity, but also provides more meaningful learning.

    All students are required to complete a physical education course each year. One-quarter unit of credit towards a high school diploma is accumulated for each year of successful study. All 9th and 10th graders must take one unit of pool and pass the basic swimming safety test. The following are guidelines for physical education classes:

Activities: Secondary school units in physical education provide a unique opportunity to explore areas for potential lifelong recreational pursuit and to develop skills to match interests. Students may select from a variety of activities that include team sports, individual sports, or water sports. These activities include lifeguard training, aerobics, badminton, basketball, floor hockey, golf, paddleball, soccer, softball, team handball, tennis, volleyball, water polo, weight training, Project Adventure and Fitness Training.

Attire: Every student is expected to attend classes in clothing appropriate to the class activity. Appropriate attire is athletic shorts, sweat pants or warm-up pants, T-shirt or sweatshirt, socks, and sneakers.

Grading: The unit grade is based on the following criteria: skill, knowledge, personal relations, participation, and attendance. A failing grade is given for excessive absence or lack of participation. All failures must be made up prior to graduation.


Adaptive and Modified Physical Education Programs:

The adaptive program is an alternative to the developmental program for students who have handicapping conditions which necessitate an individual program. The modified program is an alternative to the developmental program for students who either have a temporary injury or illness which precludes participation in regularly scheduled activities or whose performances are significantly below minimum standards.


Definitions & Outcomes of the Physically Educated Person

A Physically Educated Person…

HAS learned skills necessary to perform a variety of physical activities

·moves using concepts of body awareness, spatial awareness, effort and relationships.
·demonstrates competence in a variety of manipulative, locomotor and nonlocomotor skills.
·demonstrates competence in combinations of manipulative, locomotor, and nonlocomotor skills performed individually and with others.
·demonstrates competence in many different forms of physical activity.
·demonstrates proficiency in a few forms of physical activity.
·has learned how to learn new skills.

IS physically fit

·assesses, achieves and maintains physical fitness.
·designs safe personal fitness programs in accordance with principles of training and conditioning.

DOES participate regularly in physical activity

·participates in health enhancing physical activity at least three times a week.
·selects and regularly participates in lifetime physical activities.

KNOWS the implications of and the benefits from involvement in physical activities

·identifies the benefits, costs and obligations associated with regular participation in physical activity.
·recognizes the risk and safety factors associated with regular participation in physical activity.
·applies concepts and principles to the development of motor skills.
·understands that wellness involves more than being physically fit.
·knows the rules, strategies and appropriate behaviors for selected physical activities.
·recognizes that participation in physical activity can lead to multicultural and international understanding.
·understands that physical activity provides the opportunity for enjoyment, self-expression and communication.

VALUES physical activity and its contributions to a healthful life-style

·appreciates the relationships with others that result from participation in physical activity.
·respects the role that regular physical activity plays in the pursuit of lifelong health and well-being.
·cherishes the feelings that result from regular participation in physical activity


New York State Physical Education Standards

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

Students will 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 sport activities. Students will design personal fitness programs to improve cardio-respiratory endurance, flexibility, muscular strength, muscular endurance and body composition.

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

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

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.


National Standards for Physical Education (NASPE)

Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Participates regularly in physical activity.

Achieves and maintains a health-enhancing level of physical fitness.

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


Physical Education Resources

P.E. Central - P.E. Central is an award winning and premier web site for P.E. and health teachers, parents and students.


Physical Education Organization Websites

A.A.H.P.E.R.D. American Alliance for Health, Phys. Ed., Recreation and Dance

N.A.S.P.E. National Association for Sports and Physical Education

Project Adventure

N.Y.S.A.H.P.E.R.D. New York State AHPERD

 Nassau Zone – AHPERD

Suffolk Zone – AHPERD


Grant / Funding Resources 

Carol M. White Physical Education Program - Grants are awarded to improve physical education programs to help students make progress toward meeting state standards for P.E.

NASPE Grant Information - Information on grant resources and grant writing


Lifeguard Training

LIFEGUARD TRAINING (Course # 1105) semester course ¼ credit

Students can receive half year PE credit and possibly earn a certification from American Red Cross in Lifeguarding, CPR for the Professional Rescuer, AED, and First Aid. The students must pass a rigorous swim entry test before being admitted into the course, including a 500 yard continuous swim. To earn Red Cross certification the student must pass a lifeguard skills test, and three written exams.