report card comments physical education

Physical Education Report comments bank (file PE.4)

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Elementary Assessments

61 Helpful Physical Education Report Card Comments

It’s report card writing time, and you’re looking for physical education report card comments.

Eliminate the frustration of drafting comments by using these physical education report card comments that save teachers time.

No matter the grade you teach, you’re sure to find comments to help you communicate how well students are performing in P.E. class.

Physical Education Report Card Comments

Utilize the following physical education report card comments to describe students’ behavior, participation, and skill set in P.E. class.

• _____ is motivated to do well in physical education class. 
• _____ shows respect towards peers when playing games.
• _____ is progressing well with ( insert any P.E. learning standard ).
• Overall, _____ is doing a fantastic job meeting grade-level expectations in physical education class.
• _____ interacts respectfully with peers. 
• _____ always treats others with respect during play. 
• _____ starts and stops activity upon hearing or seeing a visual/auditory cue .
• _____ shows perseverance when not successful the first time at learning new P.E skills.

Related Content:

55 Excellent Physical Education Writing Prompts

• _____ shows respect and care for P.E. equipment.
• _____ can clearly explain the rules for simple games . 
• _____ listens to the instructor without interrupting.
• Even when he or his team doesn’t win, ____ shows humility and gratitude toward his teammates and opponents.
• _____ consistently follows directions, procedures, and rules. 
• _____ works well with a team. 
• _____ actively participates in physical education activities and lessons. 
• _____ is easily distracted by others in P.E. class. 
• At all times, _____ fully engages in the lesson. 
• _____ shows an ability to work well with others. 
• _____ transitions from one physical activity to the next without issue. 
• _____ does well in P.E. class because he/she actively plus positively engages, applies feedback, and listens attentively to instructions.
• _____ displays good sportsmanship.
• _____ demonstrates proper form and technique when doing exercise. 
• _____ knows that effort and practice are needed to improve skills. 
• I suggest that _____ learn to be more gracious in defeat. 
• _____ often demonstrates the use of tactics when playing sports and games.
• _____ listens attentively to the teacher’s instructions. 
• _____ demonstrates the ability to play games and activities within set boundaries. 
• _____ always arrives promptly to class.
• _____ responds appropriately to verbal and oral cues for stopping and starting. 
• _____ is always prepared with the correct P.E. uniform.
• Some days, _____ puts forth more effort than others. The lack of consistency is affecting her progress in P.E. class. 
• _____ continues to perform well with ( insert any P.E. standard ). 
• _____ embraces sportsmanship.
• _____ considers and respects others’ feelings. 
• _____ resolves team conflicts in a way that’s socially acceptable such as through talking or asking the teacher for help. 
• _____ is reluctant to take part in team activities. 
• _____ shows more confidence during team sports.
• _____ is still performing below grade-level expectations in physical education class. 
• _____ shares space and equipment with others. 
• _____ is overly competitive. 
• _____ exhibits a good physical level.
• _____ respects the differences in physical abilities between self and peers. 
• Quarterly, _____ sets physical education goals and accepts feedback. 

Report Card Comments for Health Activities

• _____ responds to losing and winning with understanding and dignity. 
• _____ has shown skill progression in all areas.
• _____ shows quick thinking during team activities. 
• _____ applies safety practices associated with physical activities. 
• _____ confidently knows when and why to use specific tactics/strategies within a game.
• _____ is meeting grade-level health objectives.
• _____ makes appropriate changes in performance based on feedback.
• _____ routinely exhibits appropriate forms for various sports. 
• _____ has consistently shown to be a great team player who knows the value of working collaboratively during friendly competitive games.
• _____ demonstrates a strong athletic ability.
• _____ has good attendance in physical education class.
• _____ is consistent with completing class assignments. She has a strong work ethic.
• _____ always remembers to bring and change into his/her P.E. uniform.
• _____ utilizes good problem-solving skills and strategies during competitive games.
• _____ is persistent in practicing a skill until she has mastered it.
• _____ enthusiastically participates in games, sports, and activities in P.E. class.
• This quarter, ____ has shown improvement in showing up to P.E. class on time. I will continue to reinforce the importance of time management.
• ____ puts forth great effort when participating in P.E. activities, tasks, and games.

Final Thoughts: Physical Education Report Card Comments

Make report card writing go faster using these quality physical education report card comments.

Using these P.E. comments, you’ll effectively communicate how well students are progressing in various areas.

6 Tips for Writing Personalized Physical Education Report Card Comments

• Phys Ed Teaching Tips

This post may contain affiliate links. You pay the same and I get a small commission. Yay! (Please see my/our full disclosure for further information.)

One of my least favorite parts about being a PE teacher is writing report card comments.

My district has a very strict policy about individualizing physical education report card comments, and report card comments in general.

This makes report card comments a very busy time with having to write a minimum of 180 individualized PE report card comments.

The good thing about me having to write all these comments is that I can share my process. Here are 6 tips for making writing personalized Phys Ed report card comments quick and easy!

Are you looking for a free student report card comment handout? Click here to join the resource library.

Be Proactive Before Writing PE Report Card Comments

I’ve found that the best way to make writing Phys Ed report card comments easy is to be proactive with my assessment before I even think about writing my comments. 

Grade With Each Standard

A lot of my assessment comes from observation of my students. In a two-week unit, I typically do about 4 days of assessment. 

For each of the days, I choose a couple of general standards to focus on and let the students know ahead of time. I walk around and watch my students throughout the lesson and give them a mark. I continue to update the assessment throughout the class. 

This makes it easier for me to give students an accurate overall mark when it comes to my report cards. 

I use the marks I assign students to help when writing my comments, which I’ll talk about a bit later on in the post.

Take Cruising Notes

While I’m walking around doing my assessments I always write down some notes as well. I create my class list so that I have longer sections that I can write in.

I take notes on how my students are successful and the areas they are working on. These typically include skills, teamwork/cooperation, and participation/effort because these are the main focuses of my curriculum.

I always keep these notes handy so that if I’m not doing assessment on a particular day, I can add notes if I notice my students doing particularly well or poorly in a specific area.

Have Your Students Help Write Personalized Physical Education Report Card Comments

Okay, hear me out. I don’t mean have your students actually write their comments for you, but I find it really helpful to get their feedback about their experience in physical education.

Student Check-in

A couple of weeks before my PE report card comments are due, I give my students a check-in. 

On the check-in, I ask students what their favorite unit is. 

I ask my students about a skill they learned or use often. Then I ask students to give a specific example when they demonstrated teamwork.

My final question asks students what they want to improve.

Depending on the students, these check-ins don’t always yield amazing results, but they always give me a starting point. 

Including student voice is a great way to make physical education report card comments more personalized. It also helps prevent parent pushback because the students have a say in their PE comments.

If you’re looking for a free student check-in sheet, click here to get your download .

Digital or Physical Check-In

Depending on your class setup, you can give your student check-in physically or digitally.

If you choose to go the digital route, then I would suggest having your students do a Google Form. This way you can export the results into a spreadsheet so you can easily sort your students’ data.

If you go with a printed sheet, then make sure to keep your sheets separated by class and sorted alphabetically by last name. This makes it really easy to look through your student data while completing your Phys Ed report card comments.

Pick Your Comment Format

Once you’ve done your assessment and you have your students’ input, you’re ready to start writing your PE report card comments.

Bullet Points or Paragraphs

The first thing you’ll need to decide is if you want to use bullet points or paragraphs for your physical education report card comments. 

This is generally up to your admin. I’ve been at several schools and each admin has different requirements. If your admin doesn’t say anything when you’re starting to write comments then it’s best to ask first. 

The last thing you want is to write all of your comments and then be told you need to switch them to a different format.

This is another admin choice, but you want to check with your principal if you should be using student pronouns.

When I started teaching, I always used my students’ pronouns when writing Phys Ed report card comments. The pronouns always had to be the ones approved by the student’s parents. 

When I had students with different pronouns than their pronouns assigned at birth, I would have a conversation with the student to let them know the school protocol.

For the last couple of years, however, my school’s format has been to only use “they” and “their” for report card comments. 

These do feel a bit less personal, but it helps in a lot of ways, including making it easier to copy and paste sections of text without missing a “she” or “his”.

The last formatting issue you need to get out of the way is what names to use.

Some schools allow teachers to write their students’ nicknames or chosen names on report cards. Others require you to use their legal name. 

This can be a bit confusing if you’ve never used a student’s legal name in class, but it’s best to get the information ahead of time so you don’t have to go back and replace names later, although this is a pretty easy fix.

Focus on Standards to Write Phys Ed Report Card Comments

Now you’re all set to write your amazing and personalized physical education report card comments! 

When you’re writing your comments, focus on the standards. Look at the curriculum and take some of the direct language from it to write your PE report card comments.

In my district, we only assess based on the standards of the curriculum, so this doesn’t typically take any extra time to figure out.

What to Avoid Talking About

One area that I normally see teachers talk about when writing their PE report card comments is which units they covered during the reporting period. 

I typically stay away from this because a report card is about how well each specific student did in a class, not about the class in general.

I’ll mention a specific unit if a student had particular strengths or areas of improvement in the unit. 

Another thing that some teachers talk about is student attitude. In my district, we aren’t allowed to say anything about student attitude or even “ Student Name was a pleasure to have in the class”.

However, if your curriculum includes aspects of attitude, then feel free to add PE report card comments about this.  

Begin With Student Strengths

Start with your students’ strengths. Look back through your assessment notes and your student check-in sheets to help you with this process.

My plan of action is to look at a student’s highest overall standard mark. Then I look at the specific unit that they have the best mark in, with regards to the highest overall standard mark and I look at the notes I have written from that unit.

I use these three pieces of information to write the Phys Ed report card comment. 

For example:

“ Student Name consistently demonstrated an exceptional work ethic and level of competence during skill development processes. This was seen most evidently during our Olympic Lifting unit. Student Name showed resiliency through adapting attempts to find success with various lifting techniques.”

“ Student Name has displayed an adequate level of confidence and competence in the skill development process. This was seen most evidently during our rugby unit when they worked to learn how to do a pop pass and a spin pass with various amounts of defense.”

“ Student Name has shown growth throughout the term in their ability to perform and refine movement skills, demonstrate fair play and teamwork, and apply strategies for leading a healthy life. Student Name has worked on demonstrating teamwork and focusing on fair play. This was seen most evidently in the Aussie Rules’ Football unit when they kept a positive attitude and lifted up their teammates’ spirits.”

Each of these examples focuses on a specific standard that students are either strong in or have shown growth in throughout the reporting period. I also try to give a specific example from a unit that I can highlight for the student and their parents.

If you aren’t sure of a specific example to give, look back at the students’ check-in form for ideas.

What If You Don’t Know a Student’s Strength?

There are some students who choose to sit out for most of our classes and it can feel really hard to find a positive thing to say about them. 

One thing that I often do is use a similar idea from the examples above, but switch up the vocabulary. 

For example, instead of saying: 

“ Student Name consistently demonstrated an exceptional work ethic and level of competence during skill development processes.”, 

I might say:

“ Student Name occasionally demonstrated a basic work ethic and level of competence during some skill development processes”

“ Student Name demonstrated a simplistic level of competence during skill development processes in our volleyball unit ”.

By switching the frequency and accuracy of your chosen standard, you can adapt a comment that you already wrote to more correctly fit a student at a different level.

Whatever you do, make sure you include something positive about each student. I typically try to include 3 sentences, or bullet points, relating to a student’s strengths.

Include Areas of Improvement

Report cards are often called progress reports, so it’s important to remember to include ways that students can improve when writing your physical education report cards.

Try to make sure that your improvement comments still have an air of optimism to them. We want to make sure that our students are encouraged to improve as opposed to feeling defeated.

I tend to list 1 to 2 improvements for my students. 

Some examples of areas of improvement that I use are:

“ Student Name will experience greater success as they work to more fully participate in all activities, approach new learning activities with enthusiasm, and strive to involve themselves in gameplay.” 

“ Student Name will experience greater success as they work to demonstrate positive communication with their peers, limit distractions, and work to improve their leadership skills by being a positive role model to their peers.

What If There Aren’t Obvious Improvements?

Just like with strengths, there should always be areas of improvement.

The first thing I change is that I say the student will experience “even further” or “even greater” success to show to their adults at home that they’re already doing an amazing job. This is just so they can get even better.

Then I typically focus on the student working on their leadership and citizenship skills. Once they have everything else covered, one of the best ways to improve themselves further is to help build their peers up.

Here is an example:

“ Student Name will experience even further success as they work to develop their citizenship skills. This can be accomplished through supporting peers in their learning processes, encouraging classmates, and showing initiative.”

There you have it!

My tips for making writing physical education report card comments easy. Don’t forget to get your student check-in sheet by clicking here so that you have one less thing to worry about and one more thing to make writing your PE report card comments easier.

Let me know what your tips and strategies for writing PE report card comments are by sending me a message over on Instagram @teachingpak .

Have fun out there!

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67 Sample Report Card Comments for Sports Activities And PE

We can understand how challenging it is to prepare report cards. Especially when it’s about sports or Physical education report cards, your supportive feedback means a lot to your students. So, to help you out, here in this article, we are providing you with sample report card comments to ease your sports report card process.

I hope that the remarks, comments, and feedback examples we share will help you create your reports faster and more effectively. From supportive to positive, we cover the best comments to use for report cards related to sports and physical education performance. 

Sample (PE) Physical Education Report Card Comments

Writing feedback for any report card takes time. But having some examples will help you well. If you need some ideas related to preparing physical education report cards, here are the sample review comments for you. 

• This is all part of your dedication and the schedule you’ve followed for a long time. 
• You are such an enthusiastic and dedicated student. Others should learn from you. 
• The dedication and excitement you have shown in sports are so impressive. 
• You performed so well in this sport. Stay practicing, there’s a scope for you. 
• Glad to see the constant improvement in the field. Keep up the best work. 
• She has maintained a consistent performance, which is an achievement in itself. 
• I like to see the best efforts next time. Because you have the potential to do more. 
• He seems more confident than before. I’m sure he will be ready before the next round. 
• She could be the best runner in our class. But now she needs practice and guidance. 
• Always ready for physical activities and seems so excited to give his best. 
• He is a highly active and energetic student in our class. Have a great interest in sports.
• The level of dedication he shows itself proves that he is very serious about it. 
• He has some awesome movement skills. It seems he is practicing more. 
• Need more practice and understanding of the value of physical activities. 
• In the field, her fitness test is not up to the mark. We need to pay more attention to it. 
• Regular exercise and his interest are what helped him get these results. 
• He could be great in sports. The only thing that stops him is his focus. 
• Such a highly enthusiastic student of this class. Always encourage others to improve.

Best Report Card Comments for Sports Performance 

Whether it’s about a particular sports event or a recent interschool sports competition, if you want to leave some unique comments, try this list. Here are the perfect comments that help you share your feedback on a student’s performance in a particular sport.

• Great energy! You have completed all the levels in the set time. 
• I’m very impressed with the progress you made in the past few months. 
• You proved that you are an excellent student not in just class but also outside. 
• Very impressive performance so far. Other kids have to learn from you. 
• He has kind of more interest in sports activities than in studies. 
• Good to see that now she has started taking an interest in physical education, also. 
• Keep practicing for the same. I can see that you are improving day by day. 
• Very few students in the class can do it. And you do it so effortlessly. 
• You are the fittest student in our class. Stay active and practicing. 
• I noticed a significant progress in physical education. Great work. 
• Glad to see your consistent improvement in activities outside the classroom. 
• Indeed, you have improved. But I still need more training to achieve your best. 
• Keep continuing your practice. Feel free to reach out for the support you need. 
• Actively participates in sports activities and gives his best to them. 
• Well done, You did the best than any other student in our class. 
• Keep practicing and participating in sports activities of your interest.

Also read:  Best Instagram Captions for Sophomore Year

Positive Sports Remarks for Students’ Report Card

If your student performs their best or average , you want to make sure that your report card comments sound encouraging and positive to them. Either to appreciate or to support your students, these positive comments work well for physical health report cards. 

• I hope you also pay more attention to your physical strength, that’s important, too. 
• Happy to see this level of enthusiasm and dedication for sports activities. 
• Your achievement in the sports activities is truly noticeable. We are proud of you. 
• Performed well enough. But, you require extra practice to improve in this area. 
• Indeed, you have the potential to achieve the best. First, you need more support. 
• The way you balance between your study and sports is indeed remarkable. 
• So happy to see that you are more confident and active in physical activities. 
• You have shown exceptional progress in improving. Well done, keep it up. 
• All the best for the next big match. I’m sure you are ready with the best practice. 
• I encourage you to invest your spare time in physical activities at home. 
• You are a great student in class. It would be great if you focused on sports also. 
• I hope you pay attention to your physical health and follow some good practices. 
• I can see that you need some guide guidance and a practice schedule to perform more. 
• Such a clean performance in every area. You made it possible with your dedication. 
• Not just in the study, she is also the best in every physical outside class. 
• I’m very impressed that he is also excited about extracurricular activities. 

Short Report Card Comments for Sports Activities

You want to make your remarks shorter and more direct. If you need some ideas related to how to summarize your feedback on students’ performance in sports activities, this list works for you. 

• Need more practice to perform my best. 
• So happy to see your progress over time. 
• It’s all because of your hard work. 
• Very few students can pass this test and you are one of a kind. 
• Shown the performance improvement in the field. Keep it up. 
• Followed every tip in the final performance. 
• Require more attention in the field. 
• It seems that you developed an interest in sports. 
• Exceptional level of fitness and confidence!
• A great level of focus and dedication was shown in the game. 
• So good to see this level of excitement and energy. 
• Always hungry to perform his best in any field. 
• Such a reliable and hardworking player in the game. 
• Very participative and active in physical education. 
• He seems to enjoy this subject very much. 
• Never gave up easily and did what she could do. 
• She is among the very few who can achieve this score. 

Check out these  comments for sports person to show your support and encouragement.

How can comments in sports and PE encourage student motivation?

To make your students take sports and physical education seriously, you should use the positive ton in writing the report card. Mention their progress, if not then you can give them advice on how and what to practice. 

How important is personalized feedback in sports and PE comments?

Your remarks and feedback to each student are very crucial to update them about their performance and progress in sports activities. 

How can teachers ensure accuracy in sports and PE comments?

By maintaining the records and carefully analyzing individual performance, teachers keep an accurate track of students’ performance whether it’s in sports activities or physical exams. 

How can these comment examples help you with report cards? 

Well, of course, no matter which subject it is, your report card comments have to be personalized as per the students’ overall performance. But as a teacher, you have to create reports for many students and you also may need some ideas related to how to make your report card comments supportive, positive, and helpful to your students. 

In that case, it would be better if you had some sample comments and examples of remarks that you could use to prepare the student’s report cards. And to make it work, you should use the right set of comments that are for a particular subject. 

In this article, we cover the sample report card comments for sports activities and physical education, we also have some separate articles on sites on different areas or subjects. Be sure to check out those articles as well!

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Report Cards for Physical Education

The following are report cards that physical education teachers have submitted that allow them to show how their students are being graded and making progress towards becoming skilled movers for the rest of their lives. If you have a report card you want to share please submit it here or contact us at [email protected] with questions.

Submit Your Physical Education Report Card

• Katherine Gallegos Elementary (Los Lunas, NM) K-4 Report Card
• Sir John A. Cumber Primary School (West Bay, Grand Cayman) Grades K-2 Progress Report
• Potterville Elementary School (Potterville, MI) K-4
• Central Cass Middle School PE Report Card

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223 Copy and Paste Final Report Card Comments

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

Hey, Teacher! Is it report writing time again?

Hopefully these comments for student report cards will come in helpful.

Copy and paste these report card comments for your students. It’ll save you time and heartache!

Read below for my full list of report card comment ideas:

Positive Comments

Use a few positive comments to show the strengths of the student and how they’ve improved recently.

Positive Attitude to Learning

• Comes to class every day ready and willing to learn.
• Has an inquisitive and engaged mind.
• Is excited to tackle her tasks every day.
• Likes to come to school and learn with her friends.
• Has a positive attitude to self-development.
• Tends to come into the classroom with a big smile and an open mind.
• Sets herself very high standards and strives to meet them each and every day.

Showing Improvement

• Is consistently improving.
• Is developing very well for her age.
• Has shown strong signs of growth in all learning areas.
• Has made clear and commendable gains.
• Improves each and every day.
• Her hard work and effort has paid off.

Positive Behavior

• Is always very well behaved during class time.
• Has a good ability to avoid peers who she sees may be distractions to her learning.
• Is always willing to listen to instructions.
• Is a very helpful and respectful student.
• Never misbehaves in class.
• Sets a good standard for classmates to follow.
• Is very good at following the rules.

Read Also: Words to Describe a Student

Shows Respect for Others

• Has a great deal of respect for all visitors to the classroom.
• Cares for and respects her classmates.
• Is always respectful to classroom equipment.
• Always puts her hand up and follows instructions.
• Is very considerate of others and often puts others’ needs and interests at the front of her mind.
• Is a very respectful and responsible classmate.
• Has proven to be a courteous and polite classmate.
• Is held in high regard for her kindness to others.
• Is a very outgoing, positive and upbeat student.
• Tackles every task with enthusiasm and self-belief.
• Is building her confidence more and more every day.
• Has shown remarkable growth in confidence this year.
• Has reached many achievements this year, which is reflected in her budding confidence.
• Is a self-assured young learner who is always willing to try something new.
• Can always be trusted with tasks assigned to her.
• Conducts herself with honesty and integrity at all times.
• Is trusted with school equipment including expensive computer technology.
• Is open, honest and upfront about her thoughts and beliefs.
• Shares thoughtful and genuine opinions during lessons.
• Is always willing to self-reflect and provide genuine analyses of her progress.

Self-Expression

• Is a very expressive and confident student.
• Has a great ability to express thoughts and feelings in writing.
• Is always willing to express herself in front of the class with a bold and confident voice.
• Has artistic talent and can articulate her thoughts through drawing and painting very well.
• Is a very articulate public speaker when talking about issues that she knows well.
• Is always willing to contribute her own thoughts and beliefs in class discussions.
• Uses her body and hand movements to express herself artistically.

High Motivation

• Has a great deal of intrinsic motivation . She’s a real go getter!
• Has bucket loads of initiative.
• Has an active mind and is eager to achieve.
• Comes to class with a huge willingness to participate.
• Never wants to waste a day in the classroom.
• Loves to soak up all the information around her.
• Is an ambitious and proactive student.
• Knows her goals and strives every day to achieve them.

Strong Communication Skills

• Projects her voice very well when communicating in class.
• Is effective at using the written word to express herself.
• Has a great deal of confidence when speaking to groups.
• Is very good at clearly and succinctly speaking up when she feels she has a valuable contribution.
• Consistently provides valuable contributions to class discussion.
• Is a skilled public speaker.
• Has shown great strides in written communication skills in recent months.

Is Neat and Tidy

• Always keeps her belongings neatly organized.
• Looks after her belongings very carefully.
• Always has neat book work which shows respect and high regard for her own work.
• Keeps her desk space very tidy, clean and organized.
• Takes pride in keeping her work neat, clean and tidy for every submission.
• Keeps her personal work spaces very well organized.

Good Listening Skills

• Is an active listener who is always ready to respond with relevant and engaging questions.
• Listens thoughtfully to other people’s ideas and contributes her own thoughtful ideas.
• Listens with an open mind to her classmates’ perspectives.
• Always listens intently with the hope of learning new things.
• Concentrates and pays close attention during demonstrations to ensure she understands task requirements.
• Takes directions well and is quick to apply directions to tasks.
• Is always attentive in class and asks for clarification when required.
• Is good at working in small groups unaided by a teacher.
• Listens intently to others and takes their opinions in mind.
• Excels when given leadership roles in small groups.
• Appears to thrive in group learning situations.
• Has developed strong skills in communicating in groups.
• Works productively in groups of all sizes to get tasks done.
• Has a knack for managing multiple personalities in group situations.
• Could work on sharing resources more fairly during group tasks.
• Needs to work on allowing other group members equal time to speak during group discussions.

Strong Organization and Time Management

• Always arrives to class on time with her books and is ready to learn.
• Is exceptionally good at completing tasks in a timely manner.
• Is a natural organizer and is often seen helping to get her peers organized and ready for tasks.
• Is always trusted to meet deadlines.
• Uses color coding and headings in her books effectively to organize her notes.
• Keeps a neat and organized work space at all times.

Good at Homework

• Always comes to class with very neat and well written homework.
• Tends to complete independent homework tasks with ease.
• Thrives with independent homework tasks, which are always presented in a timely manner.
• Comes to class with great questions based on the assigned homework tasks, showing thoughtfulness and independence.
• Can be trusted to complete her homework in time.
• Often asks for extra homework. She has shown great thirst for knowledge.

Read Also: 27 Pros and Cons of Homework

Strong Participation

• Is always willing to jump in and participate in any task.
• Is a great helper, always giving people a hand when she sees they are in need.
• Participates in all tasks, no matter her skill level. This enthusiasm is laudable.
• Always comes to class willing to get involved in the daily activities.
• Is always the first person to put their hand up to volunteer for a task.
• Loves to learn by getting involved and gaining first-hand experiences.
• Is beginning to develop her own interest and is eager to learn more about them.
• Has a strong personal interest in ________ and has been taking the initiative to explore the topic.
• Is very enthusiastic about ________ and has shown great promise in this area.
• Has picked a great extracurricular hobby of _____. Her skills learned in this hobby has helped to boost her confidence in the classroom.
• Shows interest in a variety of different topics which she has been enthusiastically exploring during free study time.
• Always finds personal interest in topics presented in class.

Independence

• Is showing increasing independence to learn and study without the need for excessive guidance.
• Is a fiercely independent person who knows what she wants and goes out to get it.
• Has an independent and free spirited mind.
• Is not afraid to go against the majority if she is certain of her beliefs and thoughts.
• Happily goes about her tasks independently but seeks help when required.
• Shows confidence striking out on her own to do things she is interested in.

Strong Learning and Thinking Skills

• Is very resourceful and uses the internet, books and peers to find new knowledge.
• Is aware of her learning styles and makes every effort to work to her strengths as a student.
• Uses higher-order thinking strategies like analysis and critique to question assumptions.
• Knows when she needs help and asks for it willingly.
• Thinks deeply about her responses before providing them.
• Is very good at reflecting on her weaknesses and working on them to grow as a person.
• Is great at solving problems using her own initiative.

Good Attention to Detail

• Pays close attention to the details of a tasks so that she doesn’t miss anything.
• Is very systematic about going about her tasks so she can complete them thoroughly.
• Is great at identifying small and nuanced mistakes in her own work.
• Always creates very presentable and professional looking pieces of work.
• Has great self-reflection skills , being able to identify her own strengths and weaknesses.
• Can pause and look at her own work to identify areas for improvement.
• Has the ability to stop and change course when she identifies areas for improvement.
• Is very good at identifying and repairing errors in drafts.
• Has exercised great thoughtfulness about her own capabilities.
• Has shown the ability to empathize with classmates and show great compassion.

Perseverance and Determination

• Shows great determination when is set a challenging task.
• Perseveres through difficulties to achieve her goals.
• Is resilient in the face of significant challenges and problems presented.
• Will always work through struggles and come out the other end more confident and skilled.

Constructive Comments

Present constructive comments to show the areas for improvement for the student. Carefully craft the comments so they’re not overly upsetting or impersonal.

Negative Attitude to Learning

• Occasionally needs special assistance to stay on task.
• Requires some coaxing to complete tasks.
• Is at times distracted or uninterested in learning.
• Is working on paying more attention to her tasks.
• Has some off days where she is uninterested in learning.
• Is easily distracted by friends.
• Will often come to class unwilling to contribute to group discussions.

Needs Improvement

• Needs to work on focus and concentration during class time.
• Has improved in some areas, but continues to slip behind in others.
• Is showing some lack of focus and is slipping behind in some subjects.
• There is still a lot of room for growth and we are working on improving her focus and drive in coming months.
• It would be great to see some improvement in her weakest subjects in the future.
• I would like to see her asking for help when stuck on tasks.

Disruptive Behavior

• Can occasionally disrupt her friends and classmates.
• Is at times a distraction to other students.
• Can be unsettled when entering the class after breaks.
• Can be talkative during quiet times and individual tasks.
• Could work on being more considerate to other classmates.
• Has had a difficult time getting comfortable in class this year.
• Has at times sought undue attention and distracted the flow of lessons.

Read Also: 13 Best Classroom Management Theories

Low Motivation

• Sometimes struggles to engage in class discussions.
• Requires a lot of external rewards to get focused.
• Works well below her capabilities due to lack of motivation to do her best.
• Relies heavily on extrinsic motivation. It would be great to see more intrinsic desire to succeed in coming months.
• Struggles to find things she is interested in.
• Has trouble getting engaged and interested in class topics.
• Will respond well to rewards but struggles to use initiative.
• Needs to dig deep and find greater motivation to learn in coming months.

Is Not Neat and Tidy

• Occasionally presents work that is messy and difficult to read.
• I would like to see her paying more attention to neatness in her writing.
• It would be great to see her showing more care for her workspace to ensure all her belongings are well cared for.
• At times comes to class disheveled and disorganized.
• Presents homework that is untidy and appears to have been rushed.
• Needs to work on ensuring her work is presentable, neat, and error-free.

Weak Communication Skills

• Speaks very softly. An area for improvement is speaking up in class discussions.
• Could work some more on communicating her opinions during discussions.
• Is often shy and intimidated when asked to speak up in class discussions.
• Needs coaxing to share her thoughts in class.
• Can work on being clearer when expressing her thoughts in writing.
• I look forward to seeing further development in expressing her thoughts in class.

Poor Listening Skills

• Has had some trouble paying attention to others during class discussions.
• Has some trouble listening to peers and teachers.
• Is easily distracted during class discussions.
• Is a good talker but needs to work on pausing and listening to others more attentively.
• Is often fidgety and distracted when spoken to.
• Is often resistant to make eye contact and be responsive when spoken to.
• Has trouble repeating and remembering instructions.

Read Also: 47 Best Classroom Rules for Middle and High School

Weak Organization and Time Management

• Tends to leave tasks to the last minute.
• Often submits incomplete drafts due to poor time management.
• Is often disorganized and forgets important school supplies.
• Has submitted homework late on several occasions.
• Could work on using her time more efficiently to complete tasks in allotted time periods.
• I would like to see her working on her organizational skills in coming months so she can use her class time more efficiently.

Bad at Homework

• Will often skip assigned homework tasks.
• Regularly forgets to bring homework to school.
• Her homework is often brought to class incomplete and rushed.
• Is often seen completing homework tasks the morning before they are due.
• I would like to see her working on setting aside more time for homework in the coming months.
• Is good at class work, but needs more initiative to complete her weekly homework in a timely manner.

Poor Attention to Detail

• Could be getting higher grades if she edited her work more carefully before submission.
• Will sometimes make mistakes due to distractedness and carelessness.
• Has started to let carelessness seep into his work for the past few months.
• Often does not pay enough attention to test questions, leading to small unforced errors.

Preschool and Kindergarten Comments

Here are some great comments specifically for children in the early years of their development.

Play Based Learning – Strong

• Plays well with other children.
• Shares resources with her peers during play time.
• Has begun to develop cooperative play skills such as sharing and taking turns.
• Is a creative and imaginative learner.
• Engages in strong exploratory and discovery play behaviors without prompting.
• Is enthusiastic and engaged when given developmentally appropriate resources to play with.
• Thrives in unstructured play environments where she can explore, learn and discover in her own time.
• Has started to use extended vocabulary well during play scenarios.
• Is great at taking measured risks during play which reveals great self-confidence for her age.

Play Based Learning – Needs Improvement

• Plays in parallel with other children, but needs to start developing cooperative play strategies in the coming months.
• Is good at solitary play, but needs more practice sharing and playing with other students.
• Is curious about playing with others, but often sits back due to shyness.
• Needs encouragement to use more language skills during play-based learning .
• Struggles to take turns when playing with others.

Strong Development

• Is developing in an age appropriate way and continues to show good progress.
• Has visibly developed fine and gross motor skills during class sessions.
• Is using language at an age appropriate level.
• Is starting to move out of her comfort zone to explore more and more new challenges.
• Is socially, cognitively and physically on track for transition to school.

Socialization

• Has shown remarkable strides in communication skills at preschool.
• Plays well with others.
• Is a thoughtful and kind student who plays well with others.
• Always shares and thinks about others during play scenarios.
• Is a popular student who finds it very easy to make friends with other children.
• Has been seen to show some great emerging leadership skills during play scenarios.
• Is very happy to play in groups and learn from peers .

Final Thoughts

I will often start with a comment bank like the one above. For each student, I’ll copy four or five of the most suitable statements.

But, I will also follow-up my generic comment from the comment bank with a specific example for the parents to read.

Parents do like to see that you have provided specific and thoughtful statements – so don’t forget to use the student’s name and specific anecdotes as much as possible.

I do hope this comment bank for report card comments has come in handy for you.

Remember to also maintain a positive but honest and constructive voice when writing.

If there is serious concern that might be difficult to express in writing, you should arrange for a parent-teacher conference to have a discussion and see how things progress.

Good luck with your report card writing!

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

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Grade Scale Descriptors / Sample Qualifiers

4-Thorough understanding and in-depth application of concepts and skills

• ·         Routinely makes connections to similar concepts and/or skills
• ·         Understands all or nearly all concepts and/or skills
• ·         Applies concepts and/or skills creatively to own life and to support new learning

3-Very good understanding and application of concepts and skills

• ·         Often makes connections to similar concepts and/or skills
• ·         Understands most  concepts and/or skills
• ·         Sometimes applies concepts and/or skills to own life and to support new learning

2-Basic understanding and application of concepts and skills

• ·         Occasionally makes connections to similar concepts and/or skills
• ·         Understands many  concepts and/or skills

1-Limited understanding and application of concepts and skills

• ·         Rarely makes connections to similar concepts and/or skills
• ·         Understands some key concepts and/or skills

Sample Grade Level Indicators for PE & HE

Grade 1 Movement

• Identify and demonstrate basic movement skills in activities and recognize the need for practice and patience
• Recognize terms and use basic biomechanical and movement concepts and a variety of activities
• Follows the basic rules and strategies when participating in games/activities
• Understand the meaning of sharing, respect, honesty, and other positive behaviours in games
• Apply basic movement skills when participating in games/activities
• Recognize importance of safety concerns and behaviours (e.g. rules, signals, routines) when participating in games/activities

Grade 1 Fitness

• Recognize that vigorous activity is important for health and fitness development  
• Understand the location of main internal body parts and recognize the physical changes in the body during physical activity  
• Participate in games/activities at a level that contributes to personal fitness and enjoyment  

Grade 1 Healthy Lifestyles

Safety:  Identify safe and unsafe situation and ways to prevent harm;

Follow safety rules and routines

Personal & Social Management:

Recognize positive attributes;

Recognize factors affecting goal attainment; Identify steps to decision making;

Discuss responsibility and irresponsibility;

Identify ways to get along with others;

Identify ways of dealing with anger; Identify ways of minimizing and resolving conflicts;

Identify avoidance and refusal strategies

Healthy Lifestyles:

Identify daily habits that contribute to health;

Understands growth development and care of teeth;

Recognize food guide rainbow and the role of food;

Identify helpful and harmful substances at home and school

Grade 2 Movement

• Observe, name, demonstrate, and develop basic movement skills (i.e. transport,  manipulation, and balance skills)
• Recognize and use basic biomechanical and movement concepts and a variety of activities
• Demonstrate knowledge of basic rules and strategies when participating in games/activities
• Identify game situations where sharing, respect, honesty, and other positive behaviours are required
• Recognize safety concerns and act safely (e.g. rules, signals, routines) when participating in games/activities

Grade 2 Fitness

• Recognize the purpose of a proper warm up  
• Determine own degree of exertion when participating in physical activities  

Grade 2 Healthy Lifestyles

Safety:  Identify safe and unsafe situation and ways to prevent harm and help others;

Personal and Social Management:          

Recognize everyone is unique;

Recognize that time effort and cooperation are needed to achieve simple health goals;

Ways to show personal responsibility;

Decisions have consequences;

Identify respectful behavior;

Positive communication skills;

Ways to express feelings appropriately;

Identify causes of stress and ways to reduce

Identify daily health habits and responsibilities for healthy living;

Identify common illnesses and diseases and ways to prevent them;

Assess personal dental care habits;

Identify benefits and opportunities to be physically activity;

Understand impact of technology and physical activity;

Differentiate between “everyday” and “sometime” foods and function of food;

Identify basic body changes; Describe how living things reproduce and care for young; Uses appropriate language

Grade 3 Movement

• Understand and demonstrate, correct movement skills and patterns movement skills (i.e. transport,  manipulation, and balance skills)
• Understand that personal attitudes affect successful skill development
• Recognize and use basic biomechanical and movement concepts in various activities
• Demonstrate an understanding of rules, vocabulary and strategies when participating in games/activities
• Understand the effect of positive and negative behaviours in games
• Apply basic movement skills competently when participating in games/activities
• Recognize safety concerns and act safely (e.g. rules, signals, routines, techniques) when participating in games/activities

Grade 3 Fitness

• Recognize activities and exercises that contribute to health-related fitness  
• Recognize the need for vigorous activity to strengthen the body  
• Understand basic heart physiology and the effects of short-term exercise on the body  
• Recognize the purpose of a proper warm up    
• Maintain participation in activities at a level that contributes to personal fitness and enjoyment  
• Record participation in daily activities to determine physical activity level  

Grade 3 Healthy Lifestyles

Safety:  Identify safe and unsafe situation and ways to prevent harm and help others (violence, bullying); Identify key people who provide safety services; Follow safety rules and routines

Show consideration;

Differentiate between short and long-term goals;

Explore steps in decision-making;

Respecting others; personal responsibility to collaboration and teamwork;

Appropriate and inappropriate communication; Recognize importance of friends;

Anger triggers and management; Identify steps and skills in conflict resolution;

Recognize verbal and non-verbal behaviours that are assertive

Identify and describe dangers of substance use in the community

Grade 4 Movement

• Understand the main features of mature basic movement skills
• Understand that the development of movement skills in all aspects is uniquely individual
• Understand movement and biomechanical concepts related to a variety of activities
• Identify the five fair play ideals
• Demonstrate and apply basic movement skills proficiently when participating in games/activities

Grade 4 Fitness

• Recognize the health-related fitness components  
• Understand the role of aerobic and stretching exercises in cooling down after vigorous exercise  
• Discuss how setting goals and developing strategies are important to fitness development  
• Maintain regular continuous participation in activities at a level that contributes to personal fitness and enjoyment  
• Determine ways to monitor heart rate  
• Determine and record fitness results to monitor progress towards fitness goals  

Grade 4 Healthy Lifestyles

Safety:  Identify responsibilities associated with safety (prevention, protection, persuasion);

Follow safety rules and routines;

Identify common injuries and ways to provide help (first aid)

Awareness of factors affecting self-esteem / confidence;

Identify goal setting process; identify steps in decision-making and problem-solving;

Identify appropriate social behaviours;

Identify positive communication skills;

Identify characteristics and behaviours of emotions and strategies for dealing with them, including grief/loss and stress

Identify importance of practicing daily health habits;

Identify ways to manage environmental conditions affecting health;

Identify the structure and function of teeth;

Describe feelings associated with physical activity participation;

Determine the impact of technology on physical activity;

Demonstrate and understanding factors affecting healthy eating

Grade 5 Movement

• Detect, analyze and correct errors in basic movement skills
• Perform basic and combined movement skills, and apply biomechanical principles to control movement in various environments
• Demonstrate and apply knowledge of terminology, rules, and effective strategies when participating or officiating games/activities
• Understand the role of teamwork and fair play in physical activities
• Understand risks and act safely when participating in activities using equipment and in different environments

Grade 5 Fitness

• Identify health-related fitness components and exercise/activity examples  
• Identify long-term benefits of moderate to vigorous activities  
• Recognize heart-related terminology in an exercise/activity context and describe long and short term effects  
• Understand the factors affecting fitness development  
• Identify and demonstrate proper exercise techniques  
• Use various heart rate monitoring methods before after and during continuous activities to determine heart-rate zones  
• Determine and record fitness results to monitor progress and revise fitness goals  

Grade 5 Healthy Lifestyles

Safety:  Identify safety concerns in the community or media;

Describe ways of responding to environmental dangers;  

Identify community supports for safety and health;

Examples of and ways to stay safe from abuse (verbal, physical and sexual), bullying and harassment

Identify how self-concept and feelings are affected;

Understand the importance of personal responsibility and group goals;

Identify the influences of self and others on decision-making;

Describe behaviours that show respect for others and their cultures;

Review verbal and non-verbal factors affecting communication; Identify qualities for friendship building;  Identify components of anger management strategies; Identify causes of conflict and show strategies for their resolution;

Identify and assess strategies for preventing or avoiding unwanted situations

Examine dental health practices and services;

Describe the influences on and effects of medicinal and non-medicinal substances;

Describe the structure and function of the reproductive and endocrine systems;

Identify pubescent changes (physical, social-emotional) and hygiene practices;

Describe the influences of heredity;

Identify influences on sexuality and gender roles;

Identify characteristics and effects of HIV and AIDS

Grade 6 Movement

• Recognize the use of similar movement skill patterns in different physical activities
• Adapt game rules, use terminology, identify strategies of games/activities
• Identify examples of teamwork and fair play in games
• Perform variations and purposeful use of movement skills, and apply biomechanical principles to control movement when using equipment and in various environments
• Understand risks and act safely when participating in activities using equipment and in different environments.

Grade 6 Fitness

• Identify health and skill related fitness components  
• Identify main bones of the skeleton and effects of exercise and inactivity on bones  
• Identify proper and harmful exercise techniques  
• Recognize and use behaviours that encourage effort and participation  
• Engage in activities that improve all fitness components and demonstrate proper techniques while doing so  
• Determine and compare personal heart rates to target zones  
• Use multiple strategies to determine, organize and record  fitness results and monitor progress to revise fitness goals  

Grade 6 Healthy Lifestyles

Safety:  Identify safety concerns in the community while caring for others;

Understanding of basic injuries and first-aid procedures;

Understand ways of seeking help for an injured person

Describe influences on the development of identity, confidence and self-efficacy;

Revise short and long-term health and academic goals;

Describe personal and social factors influencing decision-making;

Identify communication styles;

Demonstrate interpersonal skills for friendship building and inclusion;

Describe strategies for sharing, expressing and help-seeking for feelings and emotions;

Describe the stages of stress and traits and strategies conducive to handling stress

Relate the importance of adolescent health practices;

Identify practices and policies supporting healthy schools and communities;  

Recognize the physical and social-emotions benefits of daily activity;

Influences on decision-making relative to active living;

Identify food choices that support healthy active lifestyles;  

Develop a personal action plan for active healthy living

Grade 7 Movement

• Recognize the characteristics of similar movement skill patterns used in different physical activities
• Understand importance of following rules, game specific terminology,  and offensive and defensive strategies in games
• Understand difference between fair play and unethical behaviours in games
• Design and perform movement sequences
• Determine risks and responsibilities, devise and follow  rules, routines, and procedures for safe participation in physical activities

Grade 7 Fitness

• Understand which activities develop particular health-related fitness components  
• Understand the benefits of physical activity for optimal health and fitness  
• Identify major muscle groups used in exercise and activity and describe the long and short term effect of exercise and inactivity on the muscle system  
• Understand and explain the FITT principle  
• Explain the purpose of a warm-up and cool-down for activity  
• Explain how personal factors and interests affect activity choices  
• Demonstrate behaviours that contribute to personal fitness goals  
• Understand the relationship between rate of perceived exertion and target heart-rate zones  
• Use multiple strategies to determine, record,  organize and chart fitness results to determine effects of participation and training on progress towards  fitness goals  

Grade 7 Healthy Lifestyles

Safety:  Follow safety rules and routines;

Describe ways of responding to community dangers and ways to get help;

Describe situations of physical, verbal, emotional and sexual abuse and strategies to avoid or address them

Sense of belonging; Identify positive social behaviours for dealing with change; Identify communication styles and leadership qualities; Identify opportunities to make friends;

Identify and managing obstacles to goal achievement; Describe mental skills for success; 

Explain benefits of decision-making process to improve health;

Identify anger management skills; Describe influences of conflict on personal behaviour and development; Review conflict management strategies;

Describe avoidance/refusal strategies for dealing with dangerous situations

Explain differences between use and abuse of medicinal and non-medicinal substances;

Identify influences on and consequences of substance use and abuse;

Describe the reproductive system and process; Explain fertilization myths and foetal development;

Describe role of endocrine system in puberty and the related emotional changes on well-being;

Influences and considerations for responsible decision-making related to sexual health

Grade 8 Movement

• Understand how rules affect safety, game specific terminology and common strategies used in games/activities
• Understand expectations for personal and group conduct in games
• Perform combinations and purposeful use of movement skills, and apply biomechanical principles to control movement when using equipment and in various environments

Grade 8 Fitness

• Understand the importance of  health-related fitness components to a balanced fitness plan  
• Identify primary action of major muscles and muscle groups and joints involved and explain the effects of use and overuse  
• Explain and apply the FITT principle to the development of the health-related fitness components  
• Explain the three stages of activity specific warm-ups and provide examples of each stage  
• Participate in continuous aerobic activities in target heart-rate zone  
• Assess, record,  organize and chart fitness results to determine effects of participation and training on progress towards  fitness goals  

Grade 8 Healthy Lifestyles

Evaluate laws and policies that promote personal and community safety;

Identify basic injuries and first-aid procedures;

Ability to access valid health information, products and services  

Examine effects of stereotyping and ways to promote acceptance;

Develop self-monitoring strategies and analyze influences on goal setting;

Describe social factors affecting decision-making and the taking of personal responsibility; Identify roles and responsibilities for developing positive relationships;

Identify stages of grieving;

Explain the stress response;

Examine the effect of coping and relaxation strategies on the body  

Health habits and their effect on body systems;

Physical activity related to sustainable development;

Impact of technology on health;

Evaluate information on healthy body weight and body image;

Apply Sport nutrition principles;

Personal action plan for active healthy living  

Comment Stems – Physical Education

GLO 1 - Movement

(NAME) has a (thorough, very good, basic, limited) understanding of (basic movement, movement development, activity-specific movement) in (activities/sports/games).

Skills (Acquisition/Application)

(NAME) is (routinely, often, occasionally, rarely) able to use (basic movement skills) effectively in (practice situations, individual/dual activities, group/team activities, alternative pursuits, rhythmic activities, gymnastic-type activities).

GLO 2 – Fitness Management

(NAME) has a (thorough, very good, basic, limited) understanding of (fitness components, fitness benefits, fitness development).

(NAME) (routinely, often, occasionally, rarely) engages in (active participation, aerobic capacity, heart rate monitoring, fitness assessment and analysis).

GLO 3 – Safety – Physical Activity

Knowledge Strand A

(NAME) shows a (thorough, very good, basic, limited) understanding of (physical activity risk management).

Skills (Acquisition/Application) Strand A

(NAME) (routinely, often, occasionally, rarely) follows (physical activity safety).

Comment Stems – Health Education

GLO 3 – Safety – Self and Others

Knowledge Strand B

(NAME) shows a (thorough, very good, basic, limited) understanding of (safety of self and others).

Skills (Acquisition/Application) Strand B

(NAME) is (routinely, often, occasionally, rarely) able to demonstrate (first aid).  

GLO 4 – Personal and Social Management

(NAME) has a (thorough, very good, basic, limited) understanding of (personal development, social development, mental-emotional development).

Skills (Acquisition)

(NAME) (routinely, often, occasionally, rarely) demonstrates (personal development, social development, mental-emotional development).  

GLO 5 – Healthy Lifestyle Practices

(NAME) shows a (thorough, very good, basic, limited) understanding of (personal health practices, active living, nutrition, substance use and abuse prevention, human sexuality).

Skills (Application)

(NAME) is (routinely, often, occasionally, rarely) able to apply (decision-making/problem –solving skills) to (physical activity/healthy lifestyle practices).

Sample Comments

Sample 1 – Grade 1

Movement                          3

Fitness Management     3

Healthy Lifestyles             3                              Strengths             Challenges           Next Steps

{Name} has a very good understanding of rules and game strategies used in group activities .  {He/She} explores basic movement skills (e.g., kicking, throwing, catching, running) in a variety of simple movement experiences .    {Name} often engages in physical activities that contribute to {his/her} skill/fitness development and enjoyment .  {He/She} is hesitant at times to try new activities so {he/she} will have more opportunities to participate in small group activities to help {him/her} feel more comfortable.  {Name} has a very good understanding of ways of getting along with others in school and in the school yard .

Sample 2 – Grade 2

Movement                          4

Fitness Management     4

{Name} has a thorough understanding of rules and strategies used in group games .  {Name} is routinely able to use basic movement skills (e.g., kicking, throwing, catching, running) in a variety of activities.   {Name} routinely engages in physical activities that contribute to {his/her} skill/fitness development and enjoyment .  {He/She} at times requires reminders to participate safely in the gym.  Listening carefully to all directions will help {him/her} be more successful. {Name} has a very good understanding of responsible social behaviours.

Sample 3 – Grade 3

Movement                          2

Fitness Management     2

{Name} has a basic understanding of rules and terminology used in cooperative group games .  {He/She} attempts to use basic skills (e.g., kicking, throwing, catching, running) in lead-up games .  {Name} periodically engages in physical activities that contribute to {his/her} fitness development .  {Name} is encouraged to choose activities that {he/she} enjoys participating in.    {Name} has a very good understanding of the decision-making and problem-solving process and is using them when working with others.

Sample 4 – Grade 4

Movement                          1

Fitness Management     1

Healthy Lifestyles             2                              Strengths             Challenges           Next Steps

{He/She} is learning how to transfer simple game strategies to new activities .  {Name} has a limited understanding of rules and terminology used in sport –related games and activities . From time to time {He/She} is able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball activities and games .  Practicing these basic movement skills alone or with a partner will help {him/her} be more successful.  {Name} seldom engages in physical activities that contribute to {his/her} fitness development .  {Name} is encouraged to choose activities that {he/she} enjoys participating in.  {Name} has a limited understanding of the decision-making and problem-solving process . {He/she} will have more opportunities to practice these skills during class time.

Sample 5 – Grade 5

{Name} has a very good understanding of rules and terminology used in sport-related activities . {He/She} is often able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball lead-up games .  {Name} is beginning to understand game strategies and is encouraged to practice playing both offensive and defensive positions in new activities.  {Name} often engages in physical activities that contribute to {his/her} fitness development .  {Name} has a very good understanding of the decision-making and problem-solving process .

Sample 6 – Grade 5

{Name} has a thorough understanding of rules and terminology used in sport-related activities . {He/She} is routinely able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball lead-up games .  {He/She} can transfer game strategies to new activities.  {Name} routinely engages in physical activities that contribute to {his/her} fitness development .  {Name} at times performs fitness exercises incorrectly.  Working with a partner will help him/her with this. {Name} has a very good understanding of the decision-making and problem-solving process .

Sample 7 – Grade 5

{Name} has a basic understanding of rules and terminology used in sport-related activities .   {He/She} is occasionally able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball lead-up games .  Practicing these skills on a more regular basis will help {him/her} be more successful.   {Name} is inconsistent with (his/her) engagement in physical activities that contribute to {his/her} fitness development .  {Name} has a very good understanding of the decision-making and problem-solving process and uses them during group work.

Sample 8 – Grade 5

{Name} has a thorough understanding of rules and terminology used in sport-related activities . {He/She} is routinely able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball lead-up games .  {He/She} can transfer game strategies to new activities.  {Name} occasionally engages in physical activities that contribute to {his/her} fitness development .  {Name} is encouraged to choose activities that {he/she} enjoys participating in .  {Name} has a very good understanding of the decision-making and problem-solving process .

Sample 9 – Grade 6

{Name} has a thorough understanding of rules and terminology used in sport-related activities . {He/She} is routinely able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball activities and games .  {He/She} can transfer game strategies to new activities.  {Name} inconsistently engages in exercises and physical activities designed to improve and maintain personal fitness .  {Name} is encouraged to choose activities that {he/she} enjoys participating in.  {Name} has a very good understanding of the decision-making and problem-solving process . {He/she} should continue practicing and refining these skills throughout the day.

Physical Education Comments

Comments ( 1 ), jack ponting said.

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Enjoys participating in physical activities, performance indicators - keywords.

• consistently participates
• recognizes the use of
• wrote a developed descriptive text
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Case study of a health optimizing physical education-based comprehensive school physical activity program

Affiliations.

• 1 University of Idaho 875 Perimeter Drive, Moscow, Idaho, 83844, United States. Electronic address: [email protected].
• 2 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• 3 Methodist University 540 Ramsey Street, Fayetteville, NC, 28311, United States. Electronic address: [email protected].
• 4 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• 5 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• 6 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• 7 University of South Carolina 902 Sumter Street, Columbia, SC, 29208, United States. Electronic address: [email protected].
• PMID: 30326329
• DOI: 10.1016/j.evalprogplan.2018.10.006

In this article, we report a qualitative case study, in which we examined enablers and barriers related to the development, implementation, and sustainability of a comprehensive school physical activity program (CSPAP) aligned with the Health Optimizing Physical Education (HOPE) curriculum model at a middle school. Literature on program-diffusion and school-university partnerships guided data collection and analysis. Data sources included semi-structured interviews with the program implementation team (n = 9) and the school's health and physical education teachers (n = 7); a focus group interview with students; documents (e.g., lesson plans), and observations. Constant comparison techniques were used to code and draw out themes from the data. Findings revealed the extensive effort needed for program implementation and highlighted the importance of strong external support mechanisms, conducting needs assessments, and training teachers to market physical activity programming. Partnerships may provide critical support for schools in their efforts to generate and sustain CSPAPs.

Keywords: Evaluation; Physical activity; Physical education; Whole-of-school approach.

Copyright © 2018 Elsevier Ltd. All rights reserved.

• Health Promotion / organization & administration*
• Interviews as Topic
• Needs Assessment
• Physical Education and Training / organization & administration*
• Program Evaluation
• Qualitative Research
• School Health Services / organization & administration*
• Socioeconomic Factors
• Teacher Training / organization & administration
• Urban Population