• PE Handbook

  • Student Dress

    Requirements based on safety and modesty:

    • Boys and Girls should be encouraged to wear soft-sole shoes or regular tennis shoes.
    • Boys and Girls should dress suitably for the physical education unit of study or activity.
    • Girls should be encouraged to wear shorts under their skirts/dresses.

  • Student Evaluation/Grading

    Grades in physical education are determined by:

    • Participation
    • Skills
    • Knowledge

    Teacher may confer with assistants in regard to grades. However, the teacher is responsible for the final decision on grade assignment and, if necessary, justify the marks.

    Teacher is responsible to give grades to the appropriate classroom teacher no later than one week prior to the date that report cards are distributed to the students.

    Grading criteria should be discussed with the students at the beginning of the school year.
    It is recommended that a letter to the parents be sent home with the student including all information about the grading process.

  • Medical Problems

    Some students have chronic or long term medical problems with limited participation. A history for most of these students is kept in the school clinic. For the safety of the child and the teacher’s protection, check these records and confer with the school nurse early in the school year and as you receive new students throughout the year. Keep a record of these students to refer to during the school year.

    Excuses from Physical Education

    • Notes or phone contacts from parents are accepted to excuse students from physical education on a short-term basis.
    • Non-participation for 5 or more consecutive days requires a physician’s written excuse.
    • Personally contact parents of students who habitually request to be excused.
      Many excuses are precipitated by parental misunderstanding in regard to physical education . They believe all activities are vigorous in nature; actually, many objectives in our curriculum do not necessitate strenuous physical activity and participation would not aggravate most conditions for which excuses are received. It would be appropriate to discuss this concept with parents.

  • Education Program

    Recognized authorities in the field of physical education have advocated that structured and instructional physical education programs are more beneficial and educationally sound than "free" play or recess. Most people take physical education for granted and others simply don’t consider it important enough to merit concern. They are concerned about the three R’s: reading, ‘riting and ‘rithmetic, but they don’t realize that the fourth R, regular physical activity, is just as important. Physical education has been connected to the latest findings and background information regarding brain research from authors like Robert Sylwester and Wayne Jennings, theories on multiple intelligence’s by Howard Gardner and Thomas Armstrong and the 4Mat teaching techniques of Bernice McCarthy. Researchers now know that exercise is not only good for the heart; it also  "juices up" the brain, which makes it easier for students of all ages to learn. Children who exercise regularly do better in school.

  • Curriculum Content and Emphasis

    The elementary physical education program encompasses a broad spectrum of activities which include the Texas Essential Knowledge and Skills set forth by the Texas Education Agency. Emphasis will be placed on teaching mastery and refinement of basic skills.

    Elementary Physical Education Goals:

    The physical education K-5 goals are designed to reflect the Plano Independent School District Goals and to define the special role physical education plays in the district’s total program. The goals give the broad purposes of physical education and pervasive, thus transcending any one subject within the scope of the physical education program.

    Elementary Physical Education Objectives:

    Physical education helps the student develop and learn to use their bodies. Since physical education is the only subject that concerns itself with the complex organism that houses and supports the mind, its importance should be evident.

    Basically, physical education in the elementary school has three objectives:

    • To produce physically fit youth.
    • To educate young people concerning the essential nature of physical activity and its relationship to health, physical fitness and a more dynamic, productive life.
    • To give students the skills, knowledge and motivation to remain fit.

    National Content Standards for Physical Education:

    A physically educated person:

    • Demonstrates competency in many movement forms and proficiency in a few movement forms.
    • Applies movement concepts and principles to the learning and development of motor skills.
    • Exhibits a physically active lifestyle.
    • Achieves and maintains a health-enhancing level of physical fitness.
    • Demonstrates responsible personal and social behavior in physical activity settings.
    • Demonstrates understanding and respect for differences among people in physical activity settings.
    • Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

    Elementary Physical Education Scope and Sequence:

    In physical education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically active lifestyle. The student exhibits a physically active lifestyle and understands the relationship between physical activity and health throughout the lifespan.

  • K-2 Skills and Grade Level Focus

    Grades K-2 (Introductory Skills)

    • Students learn fundamental movement skills and began to understand how the muscles, bones, heart, and lungs function in relation to physical activity. 
    • Students begin to develop a vocabulary for movement, and apply concepts dealing with space and body awareness.
    • Students engage in activities that develop basic levels of strength, endurance, and flexibility.
    • Students learn to work safely in group and individual movement settings.
    • Students participate in activities that complement their natural inclination to view physical activity as challenging and enjoyable.

    Kindergarten Focus

    • Students learn basic body control while moving in a variety of settings.
    • Students become aware of strength, endurance and flexibility in different parts of their bodies.
    • Students learn ways to increase health-related fitness.

    1st Grade Focus

    • Students continue to develop basic body control, fundamental movement skills, and health-related fitness components such as strength, endurance, and flexibility.
    • Students can state key performance cues for basic movement patterns such as throwing and catching. \
    • Students continue to learn rules and procedures for simple games and apply safety practices associated with physical activities.

    2nd Grade Focus

    • Students learn to demonstrate key elements of fundamental movement skills and mature form in locomotive skills.
    • Students learn to describe the function of the heart, lungs, and bones as they relate to movement.
    • Students are introduced to basic concepts of health promotion such as the relationship between physically-active lifestyle and the health of the heart.
    • Students learn to work in a group and demonstrate the basic elements of socially responsible conflict resolution.

  • 3-5 Skills and Grade Level Focus

    Grades 3-5 (Introductory Skills)

    • Students continue to develop strength, endurance, and flexibility.
    • Students demonstrate mature form in fundamental locomotor and manipulative skills and can maintain that form while participating in dynamic game situations.
    • Students will identify personal fitness goals for themselves.
    • Students will understand how exercise affects different parts of the body and how it is an important part of the instructional process.

    3rd Grade Focus

    • Students begin to learn and demonstrate more mature movement forms.
    • Students learn age-specific skills and health benefits of physical
    • Students begin to learn game strategies, rules, and etiquette.

    4th Grade Focus

    • Students learn to identify the components of health-related fitness.
    • Students combine locomotor and manipulative skills in dynamic situations with body control.
    • Students begin to indentify sources of health fitness information and continue to learn about appropriate clothing and safety precautions in exercise settings.

    5th Grade Focus

    • Students demonstrate competence such as improved accuracy in manipulative skills in dynamic situations.
    • Students have mastered basic skills such as jumping rope, moving to a beat, and catching and throwing and can now be used in game like situations.
    • Students continue to assume responsibility for their safety and safety of others.
    • Students can match different types of physical activities to health-related fitness components and explain ways to improve fitness based on the principle of frequency, intensity, and time.
    • Students continue to learn etiquette of participation and can resolve conflicts during game and sports in acceptable ways.

  • District Field Days

    One way to promote a sense of community within your school is to plan a "field day" or "fun day" with the involvement of the entire student body, staff, and parents. This also is a perfect opportunity to demonstrate your appreciation and understanding of the importance of educating the whole child by planning activities that are developmentally appropriate. Observing children in movement activities, helps others to see the integration of physical and intellectual challenges that exist as children grow.

    Our goal is to promote physical fitness and present it as a life-long journey. Therefore, we look at field days as a team building exercise where every one feels comfortable in participating, including the physically challenged students. When the students finish participating, please ask they if they had fun, not if they won.

  • Elk's National Free Throw Contest

    The Elk’s "Hoop Shoot" Free Throw Contest is the largest and most visible of the many youth activities sponsored by Elk’s Lodges. Youngsters participate and advance through local, district, state and regional competition; and six national champions are named - one boy and one girl - in each of the three categories: ages 8-9, 1-0-11, and 12-13. Parents accompany contestants throughout the competition. The parents of finalist at the state, regional and national levels attend the competitions as guests of the Elks.

    Schools conduct their own contest under the direction of the physical education instructor, using "Hoop Shoot" rules and school helpers declaring winners in each of the girls and boys divisions. These school champions then enter the sponsoring Elks Lodge contest to compete with champions from neighboring schools. Your sponsoring Elk’s Lodge will furnish the necessary materials and assistance for you to conduct the school contest. The physical education coordinator will contact you with all the necessary information to compete in this contest.

  • Fitnessgram

    In order to achieve the physical education essential knowledge and skills, a fitness assessment should be given at least twice a year, with awards being given at the end of school during the spring semester. Our school district has established policies related to medical information, medical records and medical clearance for activity. It is important to be aware of these policies before administering any fitness assessment and follow them strictly.

    Fitnessgram is a comprehensive fitness program for school aged children and youth. It consists of a health-related fitness assessment, a computerized reporting program, a behavioral oriented recognition system, and educational materials for teachers to use in accomplishing the primary objective of youth fitness programs which is to assist students in establishing daily physical activity as a part of their daily lives.

    Physical fitness is comprised of several components:

    • Aerobic capacity
    • Body composition
    • Muscular strength, endurance and flexibility

    An appropriate physical activity program will address all these elements. Whereas national physical fitness programs in the past have emphasized attainment of high levels of performance on components of fitness, we believe strongly that extremely high levels of physical fitness, while admirable, are not necessary for accomplishment of objectives associated with good health and improved function.

    We believe it is important for all children to have adequate levels of activity and fitness.

  • Jogging Clubs

    The purpose of "Jogging Clubs" is to provide a conditioning program in order for students to achieve aerobic capacity and endurance. Aerobic capacity is perhaps the mostimportant area of any fitness program. Research clearly indicates that acceptable levels of aerobic capacity are associated with reduced risk of high blood pressure, coronary heart disease, obesity, and diabetes. When presented correctly, jogging can be an excellent activity for developing fitness in our students. A large share of experiences children have had with jogging have involved "running laps" as fast as possible in order to win the race....the fastest child receives the praises of the teacher and peers while the slowest (and often obese) child is chided about being slow. It is important for students to learn that when you jog for your health, it is not a race.

  • In-School Tennis Program

    The United States Tennis Association In-School Tennis Program introduces tennis to the elementary and middle school students during their physical education classes. Following staff training, the teacher will receive materials, including the USTA Schools Program Curriculum Guide, which provides step-by-step lesson plans.

    A USTA clinician (tennis pro) will help kick off the tennis program at your school with a school assembly performed for the entire student body on a "tennis court" set up in the school gym or school yard at no charge to the school. You do not need a regular tennis court! Tennis rackets and balls will be provided for the school while involved in the tennis unit. Contact the physical education coordinator for more details.

  • In-School Bowling Program

    The In-School Bowling Program introduces your students to bowling as a lifetime activity. A representative from the local bowling lanes will furnish equipment, hands on lessons, and bowling curriculum. The objectives of the bowling unit is:

    • To introduce students to the sport of bowling as a lifetime activity
    • To help students develop skills in reading, visual discrimination, word recognition, sequencing, spelling, and simple math.
    • To familiarize students with the basics of bowling - the object and sequence of the game.
    • To teach the rudiments of scorekeeping using basic mathematics.
    • To motivate and prepare students for what may be their first visit to a bowling center.
    • To promote bowling as an ideal intergenerational activity that encourages family togetherness.

  • Major Functions and Responsibilities

    The person in this position is responsible for contributing to the educational system as a unit and to assist each student to develop skills, to acquire knowledge, and to realize his/her potential.

  • Uniforms or Dress

    • Appropriate uniform and shoes for teaching physical education.
    • Set correct example in order to develop proper attitudes regarding physical fitness, actions, and dress.

  • Planning and Implementing Instruction

    • Demonstrate knowledge, understanding, and skill in the appropriate unit of instruction taught for each grade level, using a variety of instructional techniques and media to prepare lessons that meet individual needs.
    • Assess and evaluate students on a regular basis, record grades, and regularly inform parents of student progress.
    • Plan regularly and work consistently with other team and staff members to prepare the instructional program for the improvement of each student’s performance.
    • Uphold and enforce school rules, administrative regulations, district philosophy, board policies and present subject matter according to established guidelines.
    • Work conscientiously to ensure that each student achieves and develops physically according to individual abilities.
    • Develop and implement long and short-range goals for the physical education program.
    • Provide appropriate information pertaining to individual physical fitness and administer a physical fitness appraisal/evaluation to the appropriate grade levels.

  • Classroom Management (Discipline)

    Establish and maintain a standard of student conduct that is supportive of the instructional program and administer discipline and consequences in accordance with board policies and administrative regulations.

    • Have each lesson or unit planned well in advance of the activity. 
    • Be organized and ready to instruct each activity and keep students participating.
    • Acquaint students with class procedures and requirements early in the year. \
    • Instill in students, a respect for authority and insist on their attention while teaching.
    • Design a "discipline plan" with "consequences"and post in view of students.
    • Establish whistle or hand signals and use consistently.

    Develop and maintain a program to utilize all space available to improve the learning atmosphere and develop a plan to move students to and from the classroom to the activity area provided.

    • Instruct and demand proper procedure of behavior in the halls, gymnasium, to and from activity areas, and on the playground. 
    • BE CONSISTENT! In whatever way you establish to handle your discipline.

  • Grading/Evaluation

    Provide the classroom teachers with student grades well in advance of the distribution of report cards.
    Refer to Grading Procedures.

  • Communication

    • Establish and maintain open lines of communication with students, parents, and colleagues to foster a productive physical education program.
    • Establish and maintain favorable relationships with parents and other individuals to foster understanding and solicit support for overall school objectives and programs.
    • Keep principal fully informed with respect to conditions and needs of gymnasium, activity areas, and playgrounds.
    • Keep principal fully informed with respect to new techniques and materials being used.
    • Cooperate with administrators and staff members to plan and organize any special projects relating to physical education such as:
      • Field Day
      • Hoop Shoot
      • In-School Tennis Program
      • In-School Bowling Program
    • Take advantage of opportunities to present programs and demonstrations.
    • Invite parents to visit the physical education classes and participate in special events.

  • Professional Responsibilities


    • Assist in the selection of equipment and other instructional material to enhance the physical educational program.
    • Order, reveive and maintain equipment, teaching materials, and supplies as provided by the district.
    • Mark equipment to prevent losage and check equipment being used daily for safety hazards.
    • Equipment being used should be accounted for and stored at the end of the day.
    • When inflating balls, the needle should be moistened and inserted carefully. The teacher should always inflate or supervise the inflation of all balls.
    • Stop watches should be worn around neck when in use and it is strongly recommended that students not be permitted to handle or use stopwatches.


    • Take all necessary safety precautions to protect students, equipment, materials, and facilities.
    • Modify rules and regulations when an element of danger is likely.
    • Never leave students unsupervised for any reason.
    • Do not let students attempt activities beyond their skill level.
    • Activity locations should be chosen carefully; the nearness of the street, parking lots, and lack of a fenced area should be taken into consideration.
    • Activities such as "dodge ball" are not to be played in physical education classes.
    • When involved in a soccer activity, students should be allowed to bring shin guards to class.
    • Exhibit professional judgment and responsibility at all times.

  • Teacher Schedule

    The Plano ISD does not employ "pure" (no coaching) physical education teachers. The district employs physical education teachers/coaches. There are only a few all day physical education teachers that teach and do not coach.

    AM Coach

    • Arrive at 8:00 am (work with students) 
    • Depart at 12:00 pm
    • Lunch, travel, and plan after 12:00 p.m.

    PM Coach

    • Arrive at 11:00 am
    • Depart at 3:00 pm
    • Lunch, travel, and plan before 11:00 a.m.

    *If PM coach has lunch during school, can start at 10:45 am.
    *PM coach can stay until 3:45, unless it is a game day or coaching duty.

  • Major Functions and Responsibilities

    Major Functions and Responsibilities

    The person in this position assists the physical education teacherin the performance of his/her duties.

    Uniforms or Dress

    Appropriate uniform and shoes similar to that of the physical education teacher. Set correct example in order to develop proper attitude regarding physical fitness, actions and dress.

    Planning and Implementing Instruction

    • Demonstrate knowledge, skill and understanding of physical education activities.
    • Become familiar with units of instruction and daily lesson plans of physical education teacher.
    • Prepares to assist in giving directions and instructions when directed by the teacher.
    • Assumes a position of leadership when directed by the teacher in carrying out the daily physical education program.
    • Follow instructional methods of the teacher.

    Discipline or Classroom Management

    Become familiar with the student code of conduct established by the physical education teacher and channel discipline accordingly.


    Assist in record keeping and preparation of evaluation/grading.


    • Assist in maintaining physical education equipment at all times.
    • Assist with equipment inventory and control.
    • Assist with ordering needed equipment.


    • Carry out safety procedures as prescribed by the physical education teacher.
    • Be alert to safety hazards.
    • Report any safety hazards to the teacher.

    Professional Development

    • Attend all in-services and meetings in order to increase knowledge and understanding of the physical education program.
    • Assist the teacher with programs and demonstrations.
    • Be professional at all times and carry out the responsibilities delegated by the teacher.

    Staff Relationships

    This person is directly responsible to the building principal.

  • Teacher Assistant Schedule

    The district discourages the hiring of assistants that travel to two schools, due to the scheduling of classes of Grades 1-5.

    Full Day Assistant at One School

    • Eight hour (8) work day (principal discretion)
    • Thirty minute (30) lunch

    Full Day Assistant at Two Schools

    • Arrive at 8:00 am (work with students)
    • Depart at 11:07 am (from am school)
    • Thirty minute (30) lunch and fifteen (15) minute travel
    • Arrive at 11:52 am (pm school)
    • Depart at 4:00 pm

    AM Assistant (Half-Day)

    • Will work 4 hours
    • Arrive at 8:00 am (work with students)
    • Depart at 12:00 pm
    • Lunch after 12:00 pm

    PM Assistant (Half-Day)

    • Work 4 hours
    • Arrive at 11:00 am
    • Depart at 3:00 pm
    • Lunch before 11:00 am